文章基本信息

标题：Attitudes towards inclusion by Slovenian teachers in the context of findings from other countries
其他标题：Отношение словенских учителей к инклюзивному образованию в сравнении с результатами исследований других стран
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作者：Spela Bagon ; Andreja Istenic Starcic
期刊名称：Obrazovanie i Samorazvitie
印刷版ISSN：1991-7740
出版年度：2017
卷号：11
期号：49
DOI：10.26907/esd.11.1.2
语种：English
出版社：Kazan Federal University
摘要：The inclusion of children with special needs into the mainstream regular elementary school classes brings a professional challenge to teachers. A review of articles on teachers’ attitudes towards inclusion published during last three decades was conducted. The review of research findings indicates that effective implementation of inclusion depends on the teacher’s attitude to inclusion, which is found to be linked to the teacher’s gender,years of work experience in teaching children with special needs,qualification of teachers,and the type of special need. A survey was conducted in 2013 on a representative sample of Slovenian elementary school teachers who teach in 7th,8th or 9th class and have in their class at least one student with special needs. The findings indicate that teachers have a neutral attitude to inclusion. Teachers believe that they are insufficiently qualifie in teaching children with special needs,and that they need more training in this particular area. They are most in favor of inclusion of children with deficiencies in certain areas of learning,children with chronic disease,and children with speech and language disorders. They disfavor the inclusion of children with mental development disorders. They hold a neutral attitude to the use of ICT in inclusive education,and that the use of ICT contributes more to a child's cognitive,than social development. They believed that they do not have sufficient competences in ICT supported learning and assistive technologies. The findings of a survey of Slovenian teachers have shown neither a link between a teacher’s attitude to inclusion and the teacher’s gender,years of work experience, experience in teaching children with special needs,nor the teacher’s opinion of his/her own teaching competences for inclusion. The findings are discussed in light of related studies in other countries.
其他摘要：Включение детей с особенностями развития в пространство начальных классов общеобразо- вательных школ бросает вызов учителям. Обзор опубликованных в течение последних трид- цати лет научных статей на тему отношения учителей к инклюзии показал,что эффектив-
关键词：elementary education;inclusive education;ICT supported learning;special education needs;teachers’ attitude.
其他关键词：начальное образование;инклюзивное образование;ИКТ в обучении;осо- бенности в развитии;отношение учителей