Variables Affecting Teachers' Attitudes towards Inclusive Education in Bangladesh

Autor/inn/en	Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne
Titel	Variables Affecting Teachers' Attitudes towards Inclusive Education in Bangladesh
Quelle	In: Journal of Research in Special Educational Needs, 12 (2012) 3, S.132-140 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2011.01226.x
Schlagwörter	Evidence; Inclusion; Mainstreaming; Attitudes toward Disabilities; Elementary School Teachers; Foreign Countries; Teacher Attitudes; Influences; Familiarity; School Support; Surveys; Age Differences; Educational Attainment; Teaching Experience; Gender Differences; Bangladesh + Suchen Sie Ihr Suchwort? Evidenz; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Schulförderverein; Survey; Umfrage; Befragung; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Bangladesch
Abstract	Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that "perceived school support for inclusive teaching practices" and a range of demographic variables including "previous success in teaching students with disabilities" and "contact with a student with a disability" were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10