engleski

Teachers’ inclusive values and teaching practices in work with students with ADHD

This study aims to analyze and compare teaching practices in an inclusive setting. The implementation of an inclusive education model depends largely on the capacity of teachers to cope with challenges. The study focuses on teachers’ self-evaluated teaching practices with students with seven or more symptoms of ADHD, depending on their beliefs about the values of inclusive education and some demographic factors. Results are situated in the context of current literature on inclusive education practices, teacher attitudes towards students with ADHD, and teaching practices/classroom strategies for work with students with ADHD. The questionnaire was administered to 660 teachers from 13 Croatian counties. Participating teachers were asked to complete a standardized questionnaire including demographic questionnaire and two scales: Teaching practices self-evaluation scale – TPSE (Vlah & Grbić, 2017) and Teachers’ beliefs about the values of inclusive education scale – TBIES (Skočić Mihić, Gabrić & Bošković, 2016). In an attempt to answer the research question on the relation between teachers’ self-reported teaching practices used in work with students with ADHD, settlement and school size, classroom vs subject teaching, teacher education level, work experience and beliefs about the values of inclusive education, we used both correlation and hierarchical regression analysis. Correlation analyses was the first step in investigating the relationships among the explored variables. The results indicated a correlation between teachers’ self-evaluated teaching practices described by three indices (student praise and supportive communication ; adjustments to assessment for students ; and comprehensive approach to inclusion of students with special needs), teacher education level, and classroom/subject teaching, which also related to teachers’ value of inclusive education. Next, we explored the relationships among the investigated variables in more detail using a hierarchical regression analysis in which different indices of teachers’ self-evaluated teaching practices served as the criterion. In the proposed model inclusive beliefs were revealed as significant predictors of teaching practices. These results extend previous research. Implications for teacher education are discussed, and suggestions are made for future research on the relationships between teacher beliefs about inclusion and the use of teaching practices supportive of students with ADHD.

values of inclusive education ; teaching practices ; students with ADHD ; inclusive setting

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