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Original scientific paper

Attitudes of Teachers Towards the Inclusion of Children With Special Needs in Primary and Secondary Schools

Majda Schmidt ; Faculty of Education, University of Maribor, Slovenia
Ksenija Vrhovnik ; Faculty of Education, University of Maribor, Slovenia

Fulltext: english, pdf (368 KB) pages 16-30 downloads: 9.862* cite
APA 6th Edition
Schmidt, M. & Vrhovnik, K. (2015). Attitudes of Teachers Towards the Inclusion of Children With Special Needs in Primary and Secondary Schools. Hrvatska revija za rehabilitacijska istraživanja, 51 (2), 16-30. Retrieved from https://hrcak.srce.hr/150108
MLA 8th Edition
Schmidt, Majda and Ksenija Vrhovnik. "Attitudes of Teachers Towards the Inclusion of Children With Special Needs in Primary and Secondary Schools." Hrvatska revija za rehabilitacijska istraživanja, vol. 51, no. 2, 2015, pp. 16-30. https://hrcak.srce.hr/150108. Accessed 1 Apr. 2020.
Chicago 17th Edition
Schmidt, Majda and Ksenija Vrhovnik. "Attitudes of Teachers Towards the Inclusion of Children With Special Needs in Primary and Secondary Schools." Hrvatska revija za rehabilitacijska istraživanja 51, no. 2 (2015): 16-30. https://hrcak.srce.hr/150108
Harvard
Schmidt, M., and Vrhovnik, K. (2015). 'Attitudes of Teachers Towards the Inclusion of Children With Special Needs in Primary and Secondary Schools', Hrvatska revija za rehabilitacijska istraživanja, 51(2), pp. 16-30. Available at: https://hrcak.srce.hr/150108 (Accessed 01 April 2020)
Vancouver
Schmidt M, Vrhovnik K. Attitudes of Teachers Towards the Inclusion of Children With Special Needs in Primary and Secondary Schools. Hrvatska revija za rehabilitacijska istraživanja [Internet]. 2015 [cited 2020 April 01];51(2):16-30. Available from: https://hrcak.srce.hr/150108
IEEE
M. Schmidt and K. Vrhovnik, "Attitudes of Teachers Towards the Inclusion of Children With Special Needs in Primary and Secondary Schools", Hrvatska revija za rehabilitacijska istraživanja, vol.51, no. 2, pp. 16-30, 2015. [Online]. Available: https://hrcak.srce.hr/150108. [Accessed: 01 April 2020]

Abstracts
Many researchers emphasize teachers’ attitudes as a decisive component in ensuring successful inclusion of students with special needs (SN students). The empirical research that is presented in the main part of this article analyzes the attitudes of primary and secondary teachers towards the inclusion of SN students with respect to the type of school, the teachers’ age, the number of SN students in the class, and the teachers’) acquired skills. A questionnaire was devised for the study, based on two previous questionnaires: the Questionnaire on Attitudes towards Integration and the Teacher Stress and Coping Questionnaire.
The secondary teachers showed more positive attitudes towards SN students than did their primary colleagues, as well as towards teaching and adaptation with respect to the students’ SN and towards the psychophysical strain related to such work. The youngest group of teachers, those aged from 20 to 30, shows a higher level of agreement related to the provision of adequate support. Teachers with fewer SN students in class (up to two students) show a higher degree of support for inclusion of SN students than do other groups of teachers. Teachers without training for work with SN students in comparison with their colleagues who had it show a lower level of agreement with respect to support and assistance at educational work with SN students.

Keywords
primary and secondary schools; teachers’ attitudes; students with special needs; teachers’ age; the number of SN students in class; acquired skills

Hrčak ID: 150108

URI
https://hrcak.srce.hr/150108

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