Pregled bibliografske jedinice broj: 1243324
Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities
Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities // Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities, 53 (2017), 2; 252-264 doi:10.31299/hrri (međunarodna recenzija, članak, znanstveni)
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Naslov
Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities
Autori
Ćwirynkało, Katarzyna, Kisovar-Ivanda, Tamara, Gregory, Jess L., Żyta, Agnieszka, Arciszewska, Aleksandra, Zrilić, Smiljana
Kolaboracija
Ćwirynkało, Katarzyna, Gregory, Jess L., Żyta, Agnieszka, Arciszewska, Aleksandra
Izvornik
Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities (1331-3010) 53
(2017), 2;
252-264
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
inclusive education, children with disabilities, teachers’ attitudes
Sažetak
Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general attitudes towards inclusion. We found that Polish teachers received significantly higher scores on two subscales: POS and BEI. We also found that age and place of living influenced the attitudes of teachers in the two groups. Implications for practice are discussed.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija, Edukacijsko-rehabilitacijske znanosti
POVEZANOST RADA
Ustanove:
Sveučilište u Zadru
Profili:
Aleksandra Aleksandrova
(autor)
Katarzyna Kubiszowska
(autor)
Smiljana Bolanča-Bumber
(autor)
Gregory Thellman
(autor)
Tamara Adžamić
(autor)
Tamara Kisovar-Ivanda
(autor)
Ivan Zrilić
(autor)
Citiraj ovu publikaciju:
Časopis indeksira:
- Scopus
Uključenost u ostale bibliografske baze podataka::
- ERIC: Educational Resources Information
- EBSCO - Rehabilitation & Sports Medicine Source, DOAJ, ProQuest: Linguistics and Language Behavior Abstracts, PsycINFO, Nursing & Allied Health Source
- ERIH PLUS - European Reference Index for the Humanities
- C.E.E.O.L.- Central and Eastern European Online Library
- GESIS SocioGuide
- Google Scholar
- ScientificCommons
- HRČAK