Teaching – Education Students Disabilities Essay Example

disabled students in regular classes results in incomplete curricula and limits the amount of work that can be accomplished in a term. Furthermore, they argue that including disabled students in regular classes negatively impacts the performance and emotions of their non-disabled peers. As a result, they assert that there should be consideration given to placing disabled students in separate schools, as their inclusion disrupts the academic performance and emotions of other non-disabled students.

According to Smith and Luckasson (1995), teachers believe that inclusive instruction cannot succeed without addressing their requests for specialist resources. They argue that without sufficient support and resources, inclusive instruction is bound to fail. Teachers express negative attitudes, beliefs, and concerns, possibly due to a lack of professional readiness, available resources, adequate orientation, and specialist assistance. UNESCO (1994) states that initial professional knowledge, further training, as well as human and material resources can positively impact teachers' attitudes and willingness to participate in inclusion work.

Teachers' Attitudes towards Teaching Students with Disabilities

In developing countries, the population of children with disabilities is estimated to be higher compared to industrialized nations. It has been suggested that integration is more easily achievable in these countries than in North America or Western Europe since disabled students are already part of the mainstream educational system there; unlike countries with separate regular education and special education systems.

The policy makers should consider the regular classroom as the primary model for inclusive education in poor countries, taking into account the inadequate training of teachers, large class sizes, transportation issues, lack of resources, and lack of facilities in developing states. According to UNESCO (1997, 1999), educational researchers have held different positions on integration or

inclusion. Proponents of the programmatic model cite the academic and social benefits for disabled students, as well as acceptance of diversity among fellow students and community members. Opponents express concerns about the lack of training, staff, and administrative support, and question the academic and social benefits of adopting such models (Gartner, 1995; Whitaker, 2004).

Research conducted in various parts of the world on educators reflects the political agenda of these nations in prioritizing the exclusion of children from educational opportunities (UNESCO 1994). Certain countries have passed legislation concerning the integration of disabled students, while others are just beginning to implement these policies. Overall, research supports the belief in a universal culture of teaching, as teachers' attitudes towards disabled students remain consistent and similar regardless of the different national cultures in which education occurs. A cross-cultural study conducted on teachers' attitudes in Haiti and the USA found that instructors held similar views on inclusion (Thematic Group 9, 1996).

The history of special education in the United States shows how attitudes towards disabled individuals have changed over time. In the 1800s, special education was created for students with disabilities like hearing loss, blindness, severe conditions, and intellectual and cognitive impairments. Many different groups, including parents, psychologists, educators, doctors, clergy, researchers, and disabled individuals themselves have played a role in bringing about this change (Smith and Luckkason, 1995).
Determining the development curve: mainstreaming-integration and inclusion
The right of disabled students to receive an education that is both free and appropriate in the least restrictive environment is based on provisions outlined in the United States constitution. Specifically, all citizens are guaranteed equal protection under the law (P.L.94-142), which requires states to ensure that

children with disabilities are educated alongside non-disabled children whenever possible. Only when it is not feasible to provide satisfactory education through regular classes with additional support should alternative educational arrangements be considered.

Efforts from parents, advocates, teachers, and decision makers have led to disabled pupils being included in all levels of the education system. The impact of inclusive education is being assessed by incorporating disabled children in school performance evaluations (Barlett and McLeod, 1998). Valuable insights about effective inclusion strategies have been obtained from the experiences of others. Successful school staff focus on implementing changes in the overall curriculum, instructional methods, and resource utilization. Providing them with adequate preparation time, collaborative planning opportunities, and chances to acknowledge their achievements has proven fruitful. To ensure a proper education, disabled students require additional support such as personal assistance, classroom assistive technologies, and related services. Planning for their studies should involve scheduling the necessary support at appropriate times to complement classroom activities.

Students who require assistance in the future greatly benefit from receiving support services for learning direction at an early stage in their lives (Marches 1998). It is remarkable that some schools include students with disabilities, especially considering the numerous obstacles imposed by the federal government. In addition to the barriers faced by most disabled students, minority disabled students encounter even more significant challenges when it comes to inclusion. Among all the obstacles, the most influential factor appears to be the funding system for special education.

The concept of inclusion and integrating provinces that rules of equity, favoritism, societal justness and human rights have made it necessary for students with special needs and disabilities to enjoy the same privileges as

all other students in a regular school environment and to receive a wide, balanced and relevant curriculum (Knight 1999). It is believed that integrating in the mainstream allows students with disabilities to benefit from the stimulation of interacting with relatively more capable students and having the opportunity to observe higher models of social and academic behavior (Elkins 1998). The move towards integration began cautiously in a few countries as early as the late sixties and early seventies, but the trend became much more intense on a global scale in the eighties and nineties. A major factor influencing the rapid worldwide movement towards inclusion was the statement and Framework for Action on Special Needs Education, known as the Salamanca statement. This statement recommends, among other things, that all students with special needs should have full access to regular schools and be taught using primarily adaptable and child-centered teaching methods.

(UNESCO, 1994) For successful integration and inclusion to occur, it is necessary for learning methods and curriculum to adapt to the diversity of students in the average classroom. Proposed reforms suggest that all students would benefit from student-centered approaches and more flexibility in curriculum planning, which would allow students with special needs to receive education tailored to their abilities (Ainscow, 1997).

Attitudes of regular school teachers towards special school instructors

The inclusion of students with disabilities in regular classrooms has faced resistance from regular teachers responsible for educating special needs students due to a lack of in-service training to enhance their skills. In-service presentations are most effective in improving attitudes.

Regular schoolroom instructors are often stereotyped and seen in a negative light (Befring, 1997). They believe that students with disabilities have

unique needs that cannot be met in inclusive regular classrooms. They also feel that their professional knowledge and skills are insufficient to effectively teach students with disabilities in regular schools (Sharma, 1999). On the other hand, special school instructors generally have a positive attitude towards students with disabilities. This is because they receive training prior to their service on how to properly handle students with disabilities.

The positive attitude of teachers towards including and learning pupils with disabilities in general education classrooms is influenced by their level of special education training and experience working with students with disabilities (Forlin and Hattie, 1996).

Teachers' attitudes towards inclusive instruction of students with disabilities at different school levels



Pre-school teachers' attitudes and primary teachers' attitudes


Pre-school teachers generally have negative attitudes towards children with disabilities. Many of these children who are emotionally disturbed display long-standing disruptive and deficient behavioral patterns. These students pose a particular challenge to teachers as they disrupt the classroom order and calm. Some of these children exhibit manipulative behaviors to get what they want.

Based on Carey's (1997) findings, children with special abilities frequently identify and confront their teacher's shortcomings. Both male and female primary school teachers typically possess unfavorable attitudes towards the inclusion of these students in regular classes. Students who are taught by teachers with highly positive attitudes experience greater levels of classroom satisfaction and slightly reduced levels of classroom conflict compared to those instructed by less positive teachers. Primary school teachers commonly express concerns about the academic progress and overall well-being of students with special needs in mainstream education, as it is challenging for them to ensure that these children do not lag behind their peers

academically or in related skills.

(Carey, 1997) Education decision makers are not swayed by demographic factors, preparation, or experience in terms of their attitudes towards inclusion. However, effective administration programs that prepare decision makers can result in stronger and more favorable attitudes towards including students with disabilities. School counselors play a vital role in evaluating the school environment for disabled students and implementing interventions or suggesting necessary changes (Wilczenski, 1992). While some school decision makers may have slightly negative perspectives on disabled students, school counselors possess similar or even more positive attitudes compared to other school staff.

Principals who undergo thorough training in pre-service and in-service instruction that specifically targets inclusion and special education demonstrate favorable attitudes towards students with disabilities. Nevertheless, it has been noticed that decision makers possess limited knowledge of the Americans with Disabilities Act (ADA) and have not made any efforts to ensure adherence to its regulations. Negative attitudes are recognized as major barriers to the successful integration of students with disabilities (Wilczenski, 1992).

Secondary school teachers' attitudes are comparatively more positive than those of primary school teachers.

It is easier to change teachers' perspectives and beliefs compared to their behaviors and emotions. Furthermore, high school educators have positive attitudes towards using software as it can improve student learning, engagement, study skills, and motivation in social studies through computer use. High school teachers also collaborate more when supporting disabled students (Schumacher et al., 1997). While inclusive education may be beneficial in primary school, challenges may arise at the secondary level.

The challenge of successfully including capable students in schools is compounded by the widening gap between these students and their peers as they get older. Secondary

schools typically use a streaming model, grouping students based on their level of understanding. Additionally, creating curriculum adaptations for a diverse group of students is difficult due to the dominance of an overly academic curriculum intended for a homogenous group. (Smith, D.)

& A ; Luckasson, R. 1995). Influential factors of instructors attitudes Student related factors One of the most important factors impacting teachers' attitudes towards integrating or inclusion is the type and severity of disabilities. Research revealed that irrespective of learning experience, severity of disability shows an opposite relationship with positive attitudes such that as the perception of severity increases, instructors' positive attitudes decrease. (Forlin, et al 1996).

According to a survey conducted in 14 states, teachers have a preference for including certain types of disabilities in regular schools. They are more willing to accept students with mild disabilities compared to those with more severe disabilities, especially students with social maladjustments and emotional disturbances. This is mainly due to a lack of training and support, as well as large class sizes (Leyser and Tapperndirf, 2001).

Teacher-related factors

Studies have shown that male teachers tend to have more negative attitudes towards integration compared to female teachers. Other studies have found that teachers' acceptance of integration is influenced by their previous experience with disabled children (Giangreco, 1997). Overall, teachers' contact and interactions with people with disabilities promote positive attitudes towards integration.

Education environment-related factors: Administrative and policy factors

Teachers with a higher level of education are also more negative towards integration. However, in certain cases, the opposite is true. Furthermore, teachers' attitudes towards integration also appear to change based on integration-related in-service training. According to a survey conducted by Stoler (1992), positive

teacher attitudes were reported after in-service training, although other studies have found that staff development did not improve teachers' attitudes. Factors related to administrative support have been found to be linked to teachers' commitment to integration.

Teachers believe that organisational support and resources are crucial for fostering positive attitudes towards integration. Another factor influencing a positive attitude is class size. According to general educators, reducing class size to 20 students would facilitate their integration efforts (Pollard and Rojewski, 1993). Support factors
Top-down educational initiatives can be ineffective if implementation is disrupted at the policy or teacher level. The attitudes of special educators are influenced by general educators. Additionally, most principals are skeptical of policy changes and their support for inclusion is seen by teachers as driven by cost savings opportunities (Whitaker 2004). When a country or state has policies that are supportive of students with disabilities, teachers are more likely to have a positive attitude towards inclusive education.

The Zimbabwe instruction Act 1996, the Disabled Person Act 1996, and Ministry of Education handbills (Education, Secretary’s Policy Circular No P36, 1990) mandate that all pupils, regardless of race, faith, gender, credo, or disablement, have equal access to basic or primary instruction (Education Act, 1996). Other external factors that impact teacher working conditions, such as financial rewards, social standing, and professional expectations, also influence teacher motivation and commitment. In terms of grade level taught, high school teachers exhibit more positive attitudes towards integration compared to elementary school teachers. The results also indicate a greater acceptance of integration among high school teachers compared to primary school teachers.

(Leyser et al 1994) Fiscal wagess; given that instructors spend up to fifty per

centum of their clip supplying direction to single pupils, it is imperative that they receive equal and appropriate fiscal and professional development to guarantee they are able to work efficaciously with pupils with particular demands.

Mention

1. Agbenyega, J. S., Deppeler, J., Harvey, D. (2005). Attitudes Towards Inclusive Education in Africa Scale (ATIAS): An Instrument to step instructors attitudes towards inclusive instruction for pupils with disablements. Journal of Research and Development in Education, 5, pp. 1-15. hypertext transfer protocol://www.coe.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/articles/3-1 % 20Agbenyega.doc.
2. Ainscow, M. (1997).

Towards inclusive schooling. British Journal of Particular Education, 24, 3-6.

West's Education Law Reporter, 128 (1), 1-14.

, ; A ; Deshler, D.D. (1997). Collaborative management: Is it a successful choice for inclusion in secondary classrooms? Learning Disabilities Quarterly, 20, 293-316.

Inclusive preparation for pre-service teachers-from theory to outdo schoolroom pattern. B.C. Journal of Particular Education, 21, 52-58.

Harare, Zimbabwe: Government Printers. Education. Secretary's Policy Circular Number 36. (1990). Harare, Zimbabwe: Writer.

Elkins, J.

(1998). The school context. In A. Ashman & J. Elkins (Eds.)

) , Educating kids with particular demands

(3^rd ed., pp. 67 – 101). Sydney: Prentice Hall.

, ; A ; Hattie, J. (1996). Inclusive patterns: Are the instructors accepting? International Journal of Disability, Development and Education, 43 (2), 19-33.

(1997). Empowering instructors to utilize successful schemes. Teaching Exceeding Children, 30 (2), 20-24.

Knight, B. A. (1999).

Towards the inclusion of students with specific educational needs in regular classrooms.
Support for Learning, 14(1), 3-7.

(1994). Teacher attitudes toward mainstreaming: A cross-cultural survey in six states. European Journal of Special Needs Education, 9, 1-15.

The authors of the article "Inclusion, school restructuring, and the remake of the American society" in the Harvard Review (1996) are K. and A. Gartner. The article is published in volume 66, pages 762-796. Another related article is written by Marchesi (1998).

International perspectives on special education reform. European Journal of Special Needs Education. 13, 116-122.

20004-1107.http: //www.ncd.gov/newsroom/publications/1994/inclusion.htm

needs. Journal of Instructional Psychology, 20 ( 2 ) , 154-162.

The University of Melbourne has published a paper titled "India-Australia Training and Capacity Building Project: Integrated Education for Children with Special Needs- A Training Manual". Additionally, there is a book called "Special Education: Teaching in an Age of Challenge" by D.D. Smith and R. Luckasson. Another author mentioned is R. Stoler.

D. (1992). Percepts of regular instruction instructors toward inclusion of all disabled pupils in their schoolrooms. The Clearing House, 66 (1), 60-62.

Funen, Denmark: Modersmalets Trykkeri.

(1992). Measuring attitude towards inclusive instruction.

Psychology in the Schools, 29

, 306-310.