The attitude of English teachers towards educational inclusion
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Publicado:
Jul 27, 2023
Palabras clave:
Actitud, eficacia, educación, inclusión, obstáculos
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Introduction. Inclusive education aims to integrate students with different abilities into regular schools, valuing diversity and respecting individual differences. Objective. To evaluate the attitude of English teachers towards inclusive education through a questionnaire applied to English teachers from central educational units in Pujilí city. Methodology. A questionnaire consisting of 38 questions was administered to 15 English teachers in Pujilí city. Results. A moderately high attitude was evident, as well as teachers' perception of their effectiveness in implementing inclusive education. Additionally, Pearson's chi-square test revealed a significant relationship between the attitude and effectiveness variables. Conclusion. It is essential to provide the necessary support and professional development for teachers to effectively address these challenges and improve the implementation of inclusive practices.
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Vargas Fernández, D. A., & Falcón Cruz, Y. M. (2023). The attitude of English teachers towards educational inclusion. Explorador Digital, 7(3), 24-39. https://doi.org/10.33262/exploradordigital.v7i3.2609
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Ahmmed, M., Sharma, U., & Deppeler, J. (2012). Variables affecting teachers’ attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12(3), 132–140. https://doi.org/10.1111/j.1471-3802.2011.01226.x
Albiladi, W. S., & Alshareef, K. K. (2019). Blended Learning in English Teaching and Learning: A Review of the Current Literature. Journal of Language Teaching and Research, 10(2), 232-238. https://doi.org/10.17507/jltr.1002.03
Avramidis, E., Toulia, A., Tsihouridis, C., & Strogilos, V. (2019). Teachers’ attitudes towards inclusion and their self-efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs, 19(S1), 49–59. https://doi.org/10.1111/1471-3802.12477
Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching, 19(5), 527–542. https://doi.org/10.1080/13540602.2013.827361
Butakor, P. K., Ampadu, E., & Suleiman, S. J. (2020). Analysis of Ghanaian teachers’ attitudes toward inclusive education. International Journal of Inclusive Education, 24(11), 1237–1252. https://doi.org/10.1080/13603116.2018.1512661
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Kuyini, A. B., Desai, I. (Ishwar), & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes, and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509–1526. https://doi.org/10.1080/13603116.2018.1544298
Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M., & Savolainen, H. (2020). Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 35(1), 100–114. https://doi.org/10.1080/08856257.2019.1615800
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819
Schuelka, M.J. (2018). Implementing inclusive education. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14230
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Sulasmi, E., & Akrim, A. (2019). Management Construction of Inclusion Education in Primary School. Kumpulan Makalah, Jurnal Dosen, 1(1). http://publikasiilmiah.umsu.ac.id/index.php/kumpulanmakalah/article/view/1018/925
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United Nations Convention on the Rights of the Child (1989) Convention on the rights of the child. https://www.un.org/es/events/childrenday/pdf/derechos.pdf
United Nations International Children's Emergency Fund [UNICEF]. (2022). Inclusive Education. UNICEF’s Work to Promote Inclusive Education. https://www.unicef.org/education/inclusive-education
Van Steen, T., & Wilson, C. (2020). Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis. Teaching and Teacher Education, 95, 103127. https://doi.org/10.1016/j.tate.2020.103127
Ahmmed, M., Sharma, U., & Deppeler, J. (2012). Variables affecting teachers’ attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12(3), 132–140. https://doi.org/10.1111/j.1471-3802.2011.01226.x
Albiladi, W. S., & Alshareef, K. K. (2019). Blended Learning in English Teaching and Learning: A Review of the Current Literature. Journal of Language Teaching and Research, 10(2), 232-238. https://doi.org/10.17507/jltr.1002.03
Avramidis, E., Toulia, A., Tsihouridis, C., & Strogilos, V. (2019). Teachers’ attitudes towards inclusion and their self-efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs, 19(S1), 49–59. https://doi.org/10.1111/1471-3802.12477
Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching, 19(5), 527–542. https://doi.org/10.1080/13540602.2013.827361
Butakor, P. K., Ampadu, E., & Suleiman, S. J. (2020). Analysis of Ghanaian teachers’ attitudes toward inclusive education. International Journal of Inclusive Education, 24(11), 1237–1252. https://doi.org/10.1080/13603116.2018.1512661
Callado, J., Molina, M., Pérez, E., & Rodríguez, J. (2015). Inclusive education in schools in rural areas. Journal of New Approaches in Educational Research (NAER Journal), 4(2), 107–114. https://www.learntechlib.org/p/151674/.
Cifuentes-Rojas, M. T., Contreras-Jordán, R. M., & Beltrán-Moreno, M. E. (2019). The Development of the English Language Teaching in the High Schools of Ecuador during the last two decades. Polo del Conocimiento, 4(10), 89–98. https://polodelconocimiento.com/ojs/index.php/es/article/view/1159/html
Haug, P. (2017a). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Haug, P. (2017b). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206–217. https://doi.org/10.1080/15017419.2016.1224778
Keil, S., Miller, O., & Cobb, R. (2006). Special educational needs and disability. British Journal of Special Education, 33(4), 168–172. https://doi.org/10.1111/j.1467-8578.2006.00435.x
Kielblock, S. (2018). Inclusive education for all: Development of an instrument to measure the teachers’ attitudes. [Dissertation, Justus Liebig University Giessen]. http://geb.uni-giessen.de/geb/volltexte/2018/13634/
Kuyini, A. B., Desai, I. (Ishwar), & Sharma, U. (2020). Teachers’ self-efficacy beliefs, attitudes, and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 24(14), 1509–1526. https://doi.org/10.1080/13603116.2018.1544298
Moberg, S., Muta, E., Korenaga, K., Kuorelahti, M., & Savolainen, H. (2020). Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 35(1), 100–114. https://doi.org/10.1080/08856257.2019.1615800
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819
Schuelka, M.J. (2018). Implementing inclusive education. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies. https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14230
Sevy-Biloon, J., Recino, U., & Munoz, C. (2020). Factors Affecting English Language Teaching in Public Schools in Ecuador. International Journal of Learning, Teaching and Educational Research, 19(3), 276–294. https://doi.org/10.26803/ijlter.19.3.15
Sulasmi, E., & Akrim, A. (2019). Management Construction of Inclusion Education in Primary School. Kumpulan Makalah, Jurnal Dosen, 1(1). http://publikasiilmiah.umsu.ac.id/index.php/kumpulanmakalah/article/view/1018/925
Unianu, E. M. (2012). Teachers’ attitudes towards inclusive education. Procedia - Social and Behavioral Sciences, 33, 900–904. https://doi.org/10.1016/j.sbspro.2012.01.25
United Nations Convention on the Rights of the Child (1989) Convention on the rights of the child. https://www.un.org/es/events/childrenday/pdf/derechos.pdf
United Nations International Children's Emergency Fund [UNICEF]. (2022). Inclusive Education. UNICEF’s Work to Promote Inclusive Education. https://www.unicef.org/education/inclusive-education
Van Steen, T., & Wilson, C. (2020). Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis. Teaching and Teacher Education, 95, 103127. https://doi.org/10.1016/j.tate.2020.103127