Process Diagram

Children with a disability in a regular classroom

By: Karina Contreras ENG 102

The background

- Individuals with disabilities often face stigma and encounter attitudinal and physical barriers in work and daily life. - Teachers with a negative attitude can significantly affect students, especially when not trained or prepared. - Many countries worldwide, united in their commitment to achieving successful inclusion, recognize the need for more physical and human resources and increased understanding, expertise, and positive attitudes. - A recent study by college students aimed to investigate the impact of teachers' perspectives on the education of children with learning disabilities.

The Issue

• The data presented show that 150 (75%) of the surveyed teachers expressed a positive inclination towards teaching students with special needs, while 7 (3.5%) indicated a lack of enthusiasm for this aspect of teaching. Furthermore, 165 (82.5%) of the teachers articulated a willingness to teach students with special needs when necessary support and educational resources were accessible.

• Many teachers feel unprepared because they have not received adequate training to effectively teach students with disabilities in their classrooms. This lack of training can result in a negative attitude that impacts both the educators and the students.

• Negative attitudes can contribute to the social isolation of students with disabilities, underscoring the importance of fostering social inclusion and acceptance during lessons. These factors are intricately linked to the attitudes and behaviors exhibited by students without disabilities toward their peers with disabilities.

Rojo-Ramos, J, Gomez-Paniagua, Adsuar, Mendoza-Muñoz, Castillo-Paredes, Denche-Zamorano, Garcia-Gordillo, M. A., & Barrios-Fernandez (2023)

The evidence

- The increasing integration of students with special educational needs in inclusive classrooms has sparked interest in how educators perceive these students- Challenges in securing adequate funding, suitable material resources, and support further compound the complexities confronted by educators - These issues underscore the necessity to comprehend the beliefs and attitudes that educators maintain about their roles as practitioners

- K-3 teachers showed the most positive attitude towards students with specific learning difficulties - Trainee teachers nearing the end of their training exhibited the greatest positive attitude towards differentiating the curriculum- Teachers teaching 6th-12th grade demonstrated the least positive attitude towards students with SLD and curriculum differentiation. (Alsolami, 2023)

Evidence 2

-Knowledge about children with special education needs during pre-and in-service training is essential for improving teachers' attitudes toward inclusion. - Teacher professional training is reported to be one of the critical factors of successful inclusion. - In-service training is highlighted as an effective way of improving teachers' attitudes towards inclusion. - Training is super essential for today's society. Teaching kids with disabilities needs some work. A well-trained teacher has a more positive impact on children with disabilities than those who aren't trained, which is why this is important. (Sam 2019)

https://disabilityin.org/resource/disability-inclusion-posters-social-graphics/

https://allplaylearn.org.au/inclusive-communities/benefits/

Conclusion

- The study emphasizes the importance of addressing challenges associated with students with learning disabilities in diverse and inclusive classrooms.- It underscores the necessity of developing programs for novice educators and highlights the significance of shaping aspiring educators' perceptions. - This research enriches the comprehension of learning disability and the evolving landscape of inclusive education. - Knowledge about children with special education needs was found to be influential in enhancing educators' attitudes towards inclusion. - The study corroborates the importance of training in cultivating positive attitudes towards inclusive education.

References

Woodcock, S. Inclusive Education and teachers negative attitude. Available at: https://www.homesciencejournal.com/archives/2019/vol5issue2/PartG/5-2-58-367.pdf (Accessed: 20 June 2024).

Rojo-amos J, Gomez-Paniagua S, Adsuar JC, Mendoza-Muñoz M, Castillo-Paredes A, Denche-Zamorano A, Garcia-Gordillo MA, Barrios-Fernandez S. Attitudes towards Peers with Disabilities among Schoolchildren in Physical Education Classes. Int J Environ Rs Public Health. 2023 Feb 21;20(5):3802. doi: 10.3390/ijerph20053802. PMID: 36900810; PMCID: PMC10001541.

Alsolami A, Vaughan M. Teacher attitudes toward inclusion of students with disabilities in Jeddah elementary schools. PLoS One. 2023 Jan 19;18(1):e0279068. doi: 10.1371/journal.pone.0279068. PMID: 36656802; PMCID: PMC9851549.

Ginevra, Maria & Maggio, Ilaria & Valbusa, Isabella & Santilli, Sara & Nota, Laura. (2021). Teachers’ attitudes towards students with disabilities: the role of the type of information provided in the students’ profiles of children with disabilities. European Journal of Special Needs Education. 37. 1-14. 10.1080/08856257.2021.1878658.

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