İlköğretim ve Ortaöğretimde Görev Yapan Öğretmenlerin Engelli Öğrencilere Karşı Tutumları / Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities
Abstract
Bu çalışmanın amacı Amerika’nın güneydoğusundaki öğretmenlerin engelli öğrencilere karşı olan tutumlarını incelemektir. Cinsiyet, yaş, deneyim, öğretmenin dersine girdiği sınıf düzeyi, öğretmenin engelli bireylerle olan etkileşim düzeyi, öğretmenin engelli öğrencilerle ilgili eğitiminin olup olmadığı ve öğretmenin kendini engelli öğrencileri eğitmekle ilgili ne kadar yeterli gördüğü gibi değişkenler incelenerek, bu değişkenlerin öğretmen tutumlarını belirlemede ne kadar iyi değişkenler olduğu araştırılmıştır. Araştırmanın sonuçlarına göre, öğretmenlerin engelli öğrencilere karşı olan tutumları genellikle pozitif çıkmıştır. Hesaplanan ortalamaların ve standart sapmaların incelenmesi sonucunda; bayan öğretmenlerin erkek öğretmenlere göre, yaşlı öğretmenlerin genç öğretmenlere göre, ilköğretimde görev yapan öğretmenlerin ortaöğretimde görev yapan öğretmenlere göre ve engelli öğrencileri eğitmek için eğitim almış öğretmenlerin almamışlara göre daha yüksek puanlar aldığı gözlenmiştir. Çok değişkenli doğrusal regresyon analizi sonucunda cinsiyet, yaş, deneyim, öğretmenin dersine girdiği sınıf düzeyi, öğretmenin engelli bireylerle olan etkileşim düzeyi, öğretmenin engelli öğrencilerle ilgili eğitiminin olup olmadığı ve öğretmenin kendini engelli öğrencileri eğitmekle ilgili ne kadar yeterli gördüğünün anlamlı değişkenler olmadığı saptanmıştır. Yalnız öğretmenlerin yaşı, tek başına değerlendirildiğinde, anlamlı bir faktör olarak bulunmuştur.
References
- Alghazo, E. M., Dodeen, H., & Algaryouti, I. A. (2003). Attitudes of pre-service teachers towards persons with disabilities: Predictions for the success of inclusion. College Student Journal, 37, 515-522.
- Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147. doi:10.1080/08856250210129056
- Bacon, E.H., & Schultz, J.B. (1991). A survey of mainstreaming practices. Teacher Education and Special Education, 14(2), 144-149.
- Bender, W., Vail, C., & Scott, K. (1995). Teachers' attitudes to increased mainstreaming: Implementing effective instruction for students with learning disabilities. Journal of Learning, 28, 87-94.
- Cook, B. G., Cameron, D. L., & Tankersley, M. (2007). Inclusive teachers' attitudinal ratings of their students with disabilities. The Journal of Special Education, 40(2), 230-238.
- Douvanis, G., & Hulsey. D. (2002). The least restrictive environment mandate: How has it been defined by the courts? ERIC Clearinghouse on Disabilities and Gifted Education Arlington, VA. Accessed 10 March 2014. http://www.eric.ed.gov/PDFS/ED469442.pdf
- Forlin, C. (1995). Educators’ beliefs about inclusive practices in Western Australia. British Journal of Special Education, 22, 179-185.
- Garvar-Pinhas, A., & Schmelkin, L. P. (1989). Administrators and teachers’ attitudes towards mainstreaming. Remedial and Special Education, 10, 38–43.
- Guterman, B. R. (1995). The validity of categorical learning disabilities services: The consumer view. Exceptional Children, 62, 111-124.
- Kraska, M. (2003). Postsecondary students with disabilities and perceptions of faculty members. The Journal for Vocational Special Needs Education, 25(2/3), 11-19.
- Larrivee, B., and Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The Journal of Special Education, 13, 313-324.
- Leyser, Y., Kapperman, G., and Keller, R. (1994). Teacher attitudes toward mainstreaming: A Cross-cultural study in six nations. European Journal of Special Needs Education, 9, 1-15.
- McLeskey, J., & Waldron, N. (1996). Responses to questions teachers and administrators frequently ask about inclusive school programs. Phi Delta Kappan, 78(2), 150-156.
- National Center for Education Statistics. (2013). Digest of Education Statistics. Accessed 10 March 2014. http://nces.ed.gov/programs/digest/d13/tables/dt13_204.30.asp
- Norwich, B. (1994). The relationship between attitudes to the integration of children with special educational needs and wider socio-political views: A US–English comparison. European Journal of Special Needs Education, 9, 91–106.
- Pearman, E. L., Huang, A. M., Barohart, M. W., & Meliblom, C. (1992). Educating all student in school: Attitudes and beliefs about inclusion. Education and Training in Mental Retardation, 27, 176-182.
- Schumm, J., & Vaughn, S. (1995). Getting reading for inclusion: Is the stage set? Learning Disabilities Research & Practice, 10(3), 169-179.
- Semmel, M. I., Abernathy, T. V., Butera, G., and Lesar, S. (1991). Teacher perceptions of the regular education initiative. Exceptional Children, 58, 9-24.
- Shoho, A., Katims, D., & Wilks, D. (1997). Perceptions of alienation among students with learning disabilities in inclusive and resource settings. The High School Journal, 81(1), 28-36.
- Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. The Journal of Special Education, 31(4), 480-497.
- Van Reusen, A. K., Shoho, A. R., & Barker, K. S. (2000). High school teacher attitudes toward inclusion. High School Journal, 84(2), 7-17.
- Wilczenski, F. L. (1994). Changes in attitudes toward mainstreaming among undergraduate education students. Educational Research Quarterly, 17(1), 5-17.
Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities//İlköğretim ve Ortaöğretimde Görev Yapan Öğretmenlerin Engelli Öğrencilere Karşı Tutumları
Abstract
Many studies focused on teachers’ attitudes toward the concept of inclusion, there are not many studies specifically focused on teachers’ attitudes towards students with disabilities. The purpose of this study was to investigate attitudes of general education teachers toward their students with disabilities and how well teachers’ attitudes can be predicted by their personal attributes and professional characteristics. Total of 84 teachers were surveyed from both elementary-level and secondary-level schools in the southeastern United States. In terms of the results of the study, teachers’ attitudes toward students with disabilities were mostly positive. Multiple linear regression method did not yield statistically significant results which means that gender, age, years of experience, grade level taught, extent of contact with individuals with disabilities, whether or not teachers have received any training about teaching students with disabilities, and teachers’ perceptions toward their own level of expertise were not good predictors of the attitudes toward students with disabilities. The age variable was statistically significant predictor of attitudes when considered by itself.
References
- Alghazo, E. M., Dodeen, H., & Algaryouti, I. A. (2003). Attitudes of pre-service teachers towards persons with disabilities: Predictions for the success of inclusion. College Student Journal, 37, 515-522.
- Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147. doi:10.1080/08856250210129056
- Bacon, E.H., & Schultz, J.B. (1991). A survey of mainstreaming practices. Teacher Education and Special Education, 14(2), 144-149.
- Bender, W., Vail, C., & Scott, K. (1995). Teachers' attitudes to increased mainstreaming: Implementing effective instruction for students with learning disabilities. Journal of Learning, 28, 87-94.
- Cook, B. G., Cameron, D. L., & Tankersley, M. (2007). Inclusive teachers' attitudinal ratings of their students with disabilities. The Journal of Special Education, 40(2), 230-238.
- Douvanis, G., & Hulsey. D. (2002). The least restrictive environment mandate: How has it been defined by the courts? ERIC Clearinghouse on Disabilities and Gifted Education Arlington, VA. Accessed 10 March 2014. http://www.eric.ed.gov/PDFS/ED469442.pdf
- Forlin, C. (1995). Educators’ beliefs about inclusive practices in Western Australia. British Journal of Special Education, 22, 179-185.
- Garvar-Pinhas, A., & Schmelkin, L. P. (1989). Administrators and teachers’ attitudes towards mainstreaming. Remedial and Special Education, 10, 38–43.
- Guterman, B. R. (1995). The validity of categorical learning disabilities services: The consumer view. Exceptional Children, 62, 111-124.
- Kraska, M. (2003). Postsecondary students with disabilities and perceptions of faculty members. The Journal for Vocational Special Needs Education, 25(2/3), 11-19.
- Larrivee, B., and Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The Journal of Special Education, 13, 313-324.
- Leyser, Y., Kapperman, G., and Keller, R. (1994). Teacher attitudes toward mainstreaming: A Cross-cultural study in six nations. European Journal of Special Needs Education, 9, 1-15.
- McLeskey, J., & Waldron, N. (1996). Responses to questions teachers and administrators frequently ask about inclusive school programs. Phi Delta Kappan, 78(2), 150-156.
- National Center for Education Statistics. (2013). Digest of Education Statistics. Accessed 10 March 2014. http://nces.ed.gov/programs/digest/d13/tables/dt13_204.30.asp
- Norwich, B. (1994). The relationship between attitudes to the integration of children with special educational needs and wider socio-political views: A US–English comparison. European Journal of Special Needs Education, 9, 91–106.
- Pearman, E. L., Huang, A. M., Barohart, M. W., & Meliblom, C. (1992). Educating all student in school: Attitudes and beliefs about inclusion. Education and Training in Mental Retardation, 27, 176-182.
- Schumm, J., & Vaughn, S. (1995). Getting reading for inclusion: Is the stage set? Learning Disabilities Research & Practice, 10(3), 169-179.
- Semmel, M. I., Abernathy, T. V., Butera, G., and Lesar, S. (1991). Teacher perceptions of the regular education initiative. Exceptional Children, 58, 9-24.
- Shoho, A., Katims, D., & Wilks, D. (1997). Perceptions of alienation among students with learning disabilities in inclusive and resource settings. The High School Journal, 81(1), 28-36.
- Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. The Journal of Special Education, 31(4), 480-497.
- Van Reusen, A. K., Shoho, A. R., & Barker, K. S. (2000). High school teacher attitudes toward inclusion. High School Journal, 84(2), 7-17.
- Wilczenski, F. L. (1994). Changes in attitudes toward mainstreaming among undergraduate education students. Educational Research Quarterly, 17(1), 5-17.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education (Other) |
| Journal Section | Educational Sciences and Sciences of Field Education |
| Authors | |
| Publication Date | March 31, 2017 |
| Published in Issue | Year 2017Volume: 8 Issue: 1 |
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