Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, , 421 - 430, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.421

Öz

Kaynakça

  • Alahbabi, A. (2009). K-12 Special and general education teacher’s attitudes toward the inclusion of students with special needs in general education classes in the United Arab Emirates (UAE). International Journal of Special Education, 24(2), 42-54.
  • Al-Zyoudi, M. (2006). Teachers’ attitudes towards inclusive education in Jordanian schools. International Journal of Special Education, 21(2), 55-62.
  • Antonak, R. F., & Larrivee, B. (1995). Psychometric Analysis and Revision of Opinions Relative to mainstreaming scale. Exceptional Children, 62(2), 139-149.
  • Corrigan, P. W. (2000). Mental health stigma a social attribution: Implications for research methods and attitude change. Clinical Psychology Science Practice, 7(1), 48-67. doi:10.1093/clipsy.7.1.48
  • Corrigan, P., & Watson, A. M. (2002). Understanding the impact of stigma on people with mental illness. World Psychiatry, 1(1), 16-20.
  • Croso, C. (2010). El Derecho a la Educación de personas con Discapacidad; impulsando el concepto de Educación Inclusiva. Revista Latinoamericana de Inclusión Educativa, 4(2), 79-95. Retrieved December 11, 2016, from http://www.rinace.net/rlei/numeros/vol4-num2/art4.pdf
  • Cullen, J. (2010). The teacher attitudes toward Inclusion scale (TATIS). Technical Report. Savannah Georgia: Eastern Educational Research Association.
  • Davila, P., Naya, L. M., & Lauzurika, A. (2010). Las personas con discapacidad, el derecho a la educación y la Convención sobre los Derechos del Niño en América Latina. Revista Latinoamericana de Inclusión Educativa, 4(2), 97-117. Retrieved December 11, 2016, from http://www.rinace.net/rlei/numeros/vol4-num2/art5.pdf
  • Díaz, H. O., & Franco, M. F. (2010). Percepción y actitudes hacia la inclusión educativa de los docentes de Soledad, Atlántico. Revista del Instituto de Estudios en Educación Universidad del Norte, 12, 12-39.
  • Duk, C. (2000). El enfoque de la educación inclusiva. Fundación INEN. Retrieved December 13, 2016, from http://observatorioperu.com/2013/Mayo/Educacion%20Inclusiva%208.pdf
  • Florez, G. M. A., Aguado, D. A. L., & Alcedo, R. M. A. (2009). A review and analysis of programmes promoting changes in attitudes towards people with intellectual disability. Annuary of Clinical and Health Psychology, 5, 81-94.
  • Fontana, D., & Lari, Z. (2001). The Curriculum in Special Needs Education in Pakistani schools. International Journal of Special Education, 16(1), 21-41.
  • Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S., & Turnbull, A. P. (2016). Directores escolares y padres que logran resultados óptimos: Lecciones aprendidas de seis escuelas norteamericanas que han implementado prácticas inclusivas. Revista Latinoamericana de Inclusión Educativa, 10(1), 43-60. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num1/art2.pdf
  • Gaad, E. (2004). Cross-cultural perspectives on the effect of cultural attitudes towards inclusion for children with intellectual disabilities. International Journal of Inclusive Education, 8(3), 311-328.
  • Gaad, E., & Khan, L. (2007). Primary mainstream teachers’ attitudes towards inclusion of students with special education needs in the private sector: A perspective from Dubai. International Journal of Special Education, 22(2), 95-109.
  • Gamst, G., Liang, C., & Der-Karabetian, A. (2011). Handbook of multicultural measures: Testing, measurement, and culture. Thousand Oaks: Sage.
  • Gao, W., & Mager, G. (2011). Enhancing pre-service teachers’ sense of efficacy and attitudes toward school diversity through preparation: A case of one U.S. inclusive teacher education program. International Journal of Special Education, 26(2), 1-16.
  • Garnique, C. F. (2012). Las representaciones sociales. Los docentes de educación básica frente a la inclusión escolar. Perfiles Educativos, 34(137), 99-118.
  • Gething, L. (1991). The Interaction with Disabled Persons Scale: Manual and kit. Sydney, Australia: University of Sydney.
  • Gonzalez, G. M. T. (2008). Diversidad e inclusión educativa: algunas reflexiones sobre el liderazgo en el centro escolar. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(2), 82-99.
  • Instituto Nacional de Estadística y Geografía [INEGI]. (2010). Principales resultados del Censo de Población y Vivienda 2010. Retrieved November 25, 2016, from http://www.planetaj.cruzrojamexicana.org.mx/pagnacional/secciones/Juventud/Contenido/PlanetaJ/dowloadfiles/CENSO2010_principales_resultados.pdf
  • Instituto Nacional de Estadística y Geografía [INEGI]. (2014). Encuesta nacional de la dinámica demográfica 2014. Retrieved December 10, 2016, from http://www.inegi.org.mx/saladeprensa/boletines/2015/especiales/especiales2015_07_1.pdf
  • Kalyva, E., Gojkovic, D., & Tsakiris, V. (2007). Serbian teachers’ attitudes towards inclusion. International Journal of Special Education, 22(3), 31-35.
  • Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The Journal of Special Education, 14, 315-324.
  • Leyser, Y., Kepperman, G., & Keller, R. (1994). Teacher attitudes toward s mainstreaming: A cross-cultural study in six nations. European Journal of Special Needs Education, 98(1), 1-15.
  • Loreman, T., Earle, C., Sharma, U., & Forlin, C. (2007). The development of an instrument for measuring pre-service teachers' sentiments, attitudes, and concerns about inclusive education. International Journal of Special Education, 22, 150-159.
  • Mahat, M. (2008). The development of a psychometrically-sound instrument to measure teachers' multidimensional attitudes toward inclusive education. International Journal of Special Education, 23(1), 82-92.
  • Malinen, O., & Savolainen, H. (2008). Inclusion in the east: Chinese students' attitudes towards inclusive education. International Journal of Special Education, 23(3), 101-109.
  • McLeskey, J., Waldron, N., So, T., Swanson, K., & Loveland, T. (2001). Perspectives of teachers toward inclusive school programs. Teacher Education and Special Education, 24, 108-115. Retrieved February 7, 2010, from https://www.researchgate.net/publication/258192957_Perspectives_of_Teachers_Toward_Inclusive_School_Program.
  • Morales, G. E., Lopez, E. O., Charles, D. J., Castro, C., & Sanchez, M. P. (2013). Parental and Educators’ Judgments and Attitudes toward Life Challenges of Persons with Intellectual Disability: Functional Measurement Contributions to Special Education from a Cognitive Algebra Approach. In A. Thurgood & K. Schuldt (Eds.), Caregivers: Challenges, Practices and Cultural Influences (pp. 97-117). New York, NY: Nova Publisher.
  • Oreshkina, M. (2009). Education of children with disabilities in Russia: In the way to integration and inclusion. International Journal of Special Education, 24(3), 110-120.
  • Parra, M. M. L. (2009). Inclusión escolar en secundaria. Revista Intercontinental de Psicología y Educación, 11(2), 191-205.
  • Raver, S. (2001). India: Training Teachers of Children with Mental Retardation. International Journal of Special Education, 16(1), 54-66.
  • Rodriguez, C. L. (2008). Políticas de inclusión en México: un análisis de marcos de un caso en Chiapas. Revista del CLAD Reforma y Democracia, 41, 193-220.
  • Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188-198.
  • Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63(1), 59-74. Retrieved December 10, 2016, from http://www.freepatentsonline.com/article/Exceptional-Children/18761568.html
  • Sharma, U., & Desai, I. (2002). Measuring concerns about integrated education in India. Asia and Pacific Journal on Disability, 5, 2-14.
  • Van Steenlandt, D. (1991). La integración de niños discapacitados a la educación común. Santiago, Chile: UNESCO.
  • Waddington, E., & Reed, P. (2006). Parents' and local education authority officers’ perceptions of the factors affecting the success of inclusion of pupils with autistic spectrum disorders. International Journal of Special Education, 21(3), 151-164.
  • Westwood, P. S. (2001). Making special schools ordinary: Is this inspirational or confused thinking? International Journal of Special Education, 16(1), 7-20.
  • World Health Organization [WHO]. (2011). World report on disability. Retrieved November 20, 2012, from http://www.who.int/disabilities/world_report/2011/en/

Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability

Yıl 2018, , 421 - 430, 15.07.2018
https://doi.org/10.12973/eu-jer.7.3.421

Öz

The
aim of the present study was to elucidate Mexicans teachers’ attitudes toward
school inclusion and disability.  To achieve this goal, 119 regular
education and 88 special education teachers answered The Opinions Relative to
Integration of Students with Disabilities scale.  Subsequent analyses
revealed that attitudes to both groups were similar in terms of direction but
dissimilar in magnitude factor. In addition, while the attitude structure in
both samples involved three factors, these were unique to each group: Regular
education teachers (Perceived Benefits and Negative Effects inside the
Inclusive Classroom/Performance inside the Inclusive Classroom, Teaching
Ability/Education System, Performance inside the Inclusive Classroom/Education
System) and the special education teachers group (Perceived Benefits inside the
Inclusive Classroom/Education System, Teaching Ability/Performance inside the
Inclusive Classroom, Perceived Benefits and Negative Effects inside the
Inclusive Classroom/Performance inside the Inclusive Classroom). Theoretical and
applied implications of these findings are discussed in this paper.

Kaynakça

  • Alahbabi, A. (2009). K-12 Special and general education teacher’s attitudes toward the inclusion of students with special needs in general education classes in the United Arab Emirates (UAE). International Journal of Special Education, 24(2), 42-54.
  • Al-Zyoudi, M. (2006). Teachers’ attitudes towards inclusive education in Jordanian schools. International Journal of Special Education, 21(2), 55-62.
  • Antonak, R. F., & Larrivee, B. (1995). Psychometric Analysis and Revision of Opinions Relative to mainstreaming scale. Exceptional Children, 62(2), 139-149.
  • Corrigan, P. W. (2000). Mental health stigma a social attribution: Implications for research methods and attitude change. Clinical Psychology Science Practice, 7(1), 48-67. doi:10.1093/clipsy.7.1.48
  • Corrigan, P., & Watson, A. M. (2002). Understanding the impact of stigma on people with mental illness. World Psychiatry, 1(1), 16-20.
  • Croso, C. (2010). El Derecho a la Educación de personas con Discapacidad; impulsando el concepto de Educación Inclusiva. Revista Latinoamericana de Inclusión Educativa, 4(2), 79-95. Retrieved December 11, 2016, from http://www.rinace.net/rlei/numeros/vol4-num2/art4.pdf
  • Cullen, J. (2010). The teacher attitudes toward Inclusion scale (TATIS). Technical Report. Savannah Georgia: Eastern Educational Research Association.
  • Davila, P., Naya, L. M., & Lauzurika, A. (2010). Las personas con discapacidad, el derecho a la educación y la Convención sobre los Derechos del Niño en América Latina. Revista Latinoamericana de Inclusión Educativa, 4(2), 97-117. Retrieved December 11, 2016, from http://www.rinace.net/rlei/numeros/vol4-num2/art5.pdf
  • Díaz, H. O., & Franco, M. F. (2010). Percepción y actitudes hacia la inclusión educativa de los docentes de Soledad, Atlántico. Revista del Instituto de Estudios en Educación Universidad del Norte, 12, 12-39.
  • Duk, C. (2000). El enfoque de la educación inclusiva. Fundación INEN. Retrieved December 13, 2016, from http://observatorioperu.com/2013/Mayo/Educacion%20Inclusiva%208.pdf
  • Florez, G. M. A., Aguado, D. A. L., & Alcedo, R. M. A. (2009). A review and analysis of programmes promoting changes in attitudes towards people with intellectual disability. Annuary of Clinical and Health Psychology, 5, 81-94.
  • Fontana, D., & Lari, Z. (2001). The Curriculum in Special Needs Education in Pakistani schools. International Journal of Special Education, 16(1), 21-41.
  • Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S., & Turnbull, A. P. (2016). Directores escolares y padres que logran resultados óptimos: Lecciones aprendidas de seis escuelas norteamericanas que han implementado prácticas inclusivas. Revista Latinoamericana de Inclusión Educativa, 10(1), 43-60. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num1/art2.pdf
  • Gaad, E. (2004). Cross-cultural perspectives on the effect of cultural attitudes towards inclusion for children with intellectual disabilities. International Journal of Inclusive Education, 8(3), 311-328.
  • Gaad, E., & Khan, L. (2007). Primary mainstream teachers’ attitudes towards inclusion of students with special education needs in the private sector: A perspective from Dubai. International Journal of Special Education, 22(2), 95-109.
  • Gamst, G., Liang, C., & Der-Karabetian, A. (2011). Handbook of multicultural measures: Testing, measurement, and culture. Thousand Oaks: Sage.
  • Gao, W., & Mager, G. (2011). Enhancing pre-service teachers’ sense of efficacy and attitudes toward school diversity through preparation: A case of one U.S. inclusive teacher education program. International Journal of Special Education, 26(2), 1-16.
  • Garnique, C. F. (2012). Las representaciones sociales. Los docentes de educación básica frente a la inclusión escolar. Perfiles Educativos, 34(137), 99-118.
  • Gething, L. (1991). The Interaction with Disabled Persons Scale: Manual and kit. Sydney, Australia: University of Sydney.
  • Gonzalez, G. M. T. (2008). Diversidad e inclusión educativa: algunas reflexiones sobre el liderazgo en el centro escolar. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(2), 82-99.
  • Instituto Nacional de Estadística y Geografía [INEGI]. (2010). Principales resultados del Censo de Población y Vivienda 2010. Retrieved November 25, 2016, from http://www.planetaj.cruzrojamexicana.org.mx/pagnacional/secciones/Juventud/Contenido/PlanetaJ/dowloadfiles/CENSO2010_principales_resultados.pdf
  • Instituto Nacional de Estadística y Geografía [INEGI]. (2014). Encuesta nacional de la dinámica demográfica 2014. Retrieved December 10, 2016, from http://www.inegi.org.mx/saladeprensa/boletines/2015/especiales/especiales2015_07_1.pdf
  • Kalyva, E., Gojkovic, D., & Tsakiris, V. (2007). Serbian teachers’ attitudes towards inclusion. International Journal of Special Education, 22(3), 31-35.
  • Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The Journal of Special Education, 14, 315-324.
  • Leyser, Y., Kepperman, G., & Keller, R. (1994). Teacher attitudes toward s mainstreaming: A cross-cultural study in six nations. European Journal of Special Needs Education, 98(1), 1-15.
  • Loreman, T., Earle, C., Sharma, U., & Forlin, C. (2007). The development of an instrument for measuring pre-service teachers' sentiments, attitudes, and concerns about inclusive education. International Journal of Special Education, 22, 150-159.
  • Mahat, M. (2008). The development of a psychometrically-sound instrument to measure teachers' multidimensional attitudes toward inclusive education. International Journal of Special Education, 23(1), 82-92.
  • Malinen, O., & Savolainen, H. (2008). Inclusion in the east: Chinese students' attitudes towards inclusive education. International Journal of Special Education, 23(3), 101-109.
  • McLeskey, J., Waldron, N., So, T., Swanson, K., & Loveland, T. (2001). Perspectives of teachers toward inclusive school programs. Teacher Education and Special Education, 24, 108-115. Retrieved February 7, 2010, from https://www.researchgate.net/publication/258192957_Perspectives_of_Teachers_Toward_Inclusive_School_Program.
  • Morales, G. E., Lopez, E. O., Charles, D. J., Castro, C., & Sanchez, M. P. (2013). Parental and Educators’ Judgments and Attitudes toward Life Challenges of Persons with Intellectual Disability: Functional Measurement Contributions to Special Education from a Cognitive Algebra Approach. In A. Thurgood & K. Schuldt (Eds.), Caregivers: Challenges, Practices and Cultural Influences (pp. 97-117). New York, NY: Nova Publisher.
  • Oreshkina, M. (2009). Education of children with disabilities in Russia: In the way to integration and inclusion. International Journal of Special Education, 24(3), 110-120.
  • Parra, M. M. L. (2009). Inclusión escolar en secundaria. Revista Intercontinental de Psicología y Educación, 11(2), 191-205.
  • Raver, S. (2001). India: Training Teachers of Children with Mental Retardation. International Journal of Special Education, 16(1), 54-66.
  • Rodriguez, C. L. (2008). Políticas de inclusión en México: un análisis de marcos de un caso en Chiapas. Revista del CLAD Reforma y Democracia, 41, 193-220.
  • Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188-198.
  • Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63(1), 59-74. Retrieved December 10, 2016, from http://www.freepatentsonline.com/article/Exceptional-Children/18761568.html
  • Sharma, U., & Desai, I. (2002). Measuring concerns about integrated education in India. Asia and Pacific Journal on Disability, 5, 2-14.
  • Van Steenlandt, D. (1991). La integración de niños discapacitados a la educación común. Santiago, Chile: UNESCO.
  • Waddington, E., & Reed, P. (2006). Parents' and local education authority officers’ perceptions of the factors affecting the success of inclusion of pupils with autistic spectrum disorders. International Journal of Special Education, 21(3), 151-164.
  • Westwood, P. S. (2001). Making special schools ordinary: Is this inspirational or confused thinking? International Journal of Special Education, 16(1), 7-20.
  • World Health Organization [WHO]. (2011). World report on disability. Retrieved November 20, 2012, from http://www.who.int/disabilities/world_report/2011/en/
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Yanko Norberto Mezquita-hoyos Bu kişi benim

Miriam Hildegare Sanchez-monroy Bu kişi benim

Guadalupe Elizabeth Morales-martinez Bu kişi benim

Ernesto Octavio Lopez-ramirez Bu kişi benim

Maria Del Roble Reyna-gonzalez Bu kişi benim

Yayımlanma Tarihi 15 Temmuz 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Mezquita-hoyos, Y. N., Sanchez-monroy, M. H., Morales-martinez, G. E., Lopez-ramirez, E. O., vd. (2018). Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability. European Journal of Educational Research, 7(3), 421-430. https://doi.org/10.12973/eu-jer.7.3.421
AMA Mezquita-hoyos YN, Sanchez-monroy MH, Morales-martinez GE, Lopez-ramirez EO, Reyna-gonzalez MDR. Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability. eujer. Temmuz 2018;7(3):421-430. doi:10.12973/eu-jer.7.3.421
Chicago Mezquita-hoyos, Yanko Norberto, Miriam Hildegare Sanchez-monroy, Guadalupe Elizabeth Morales-martinez, Ernesto Octavio Lopez-ramirez, ve Maria Del Roble Reyna-gonzalez. “Regular and Special Education Mexican Teachers’ Attitudes Toward School Inclusion and Disability”. European Journal of Educational Research 7, sy. 3 (Temmuz 2018): 421-30. https://doi.org/10.12973/eu-jer.7.3.421.
EndNote Mezquita-hoyos YN, Sanchez-monroy MH, Morales-martinez GE, Lopez-ramirez EO, Reyna-gonzalez MDR (01 Temmuz 2018) Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability. European Journal of Educational Research 7 3 421–430.
IEEE Y. N. Mezquita-hoyos, M. H. Sanchez-monroy, G. E. Morales-martinez, E. O. Lopez-ramirez, ve M. D. R. Reyna-gonzalez, “Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability”, eujer, c. 7, sy. 3, ss. 421–430, 2018, doi: 10.12973/eu-jer.7.3.421.
ISNAD Mezquita-hoyos, Yanko Norberto vd. “Regular and Special Education Mexican Teachers’ Attitudes Toward School Inclusion and Disability”. European Journal of Educational Research 7/3 (Temmuz 2018), 421-430. https://doi.org/10.12973/eu-jer.7.3.421.
JAMA Mezquita-hoyos YN, Sanchez-monroy MH, Morales-martinez GE, Lopez-ramirez EO, Reyna-gonzalez MDR. Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability. eujer. 2018;7:421–430.
MLA Mezquita-hoyos, Yanko Norberto vd. “Regular and Special Education Mexican Teachers’ Attitudes Toward School Inclusion and Disability”. European Journal of Educational Research, c. 7, sy. 3, 2018, ss. 421-30, doi:10.12973/eu-jer.7.3.421.
Vancouver Mezquita-hoyos YN, Sanchez-monroy MH, Morales-martinez GE, Lopez-ramirez EO, Reyna-gonzalez MDR. Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability. eujer. 2018;7(3):421-30.