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Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities

Katarzyna Ćwirynkało   ORCID icon orcid.org/0000-0003-2305-6069 ; Faculty of Social Sciences, University of Warmia and Mazury in Olsztyn, Poland
Tamara Kisovar-Ivanda   ORCID icon orcid.org/0000-0001-7556-6955 ; Department of Teacher and Preschool Teacher Education, University of Zadar, Croatia
Jess L. Gregory   ORCID icon orcid.org/0000-0003-1343-0563 ; Educational Leadership and Policy Studies, Southern Connecticut State University, New Haven, United States of America
Agnieszka Żyta   ORCID icon orcid.org/0000-0002-2504-7257 ; Faculty of Social Sciences, University of Warmia and Mazury in Olsztyn, Poland
Aleksandra Arciszewska ; Department of Affective Disorders, Chair of Psychiatry, Jagiellonian University Medical College, Poland
Smiljana Zrilić ; Department of Teacher and Preschool Teacher Education, University of Zadar, Croatia

Puni tekst: engleski, pdf (372 KB) str. 252-264 preuzimanja: 336* citiraj
APA 6th Edition
Ćwirynkało, K., Kisovar-Ivanda, T., L. Gregory, J., Żyta, A., Arciszewska, A. i Zrilić, S. (2017). Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities. Hrvatska revija za rehabilitacijska istraživanja, 53 (Supplement), 252-264. Preuzeto s https://hrcak.srce.hr/193758
MLA 8th Edition
Ćwirynkało, Katarzyna, et al. "Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities." Hrvatska revija za rehabilitacijska istraživanja, vol. 53, br. Supplement, 2017, str. 252-264. https://hrcak.srce.hr/193758. Citirano 09.12.2019.
Chicago 17th Edition
Ćwirynkało, Katarzyna, Tamara Kisovar-Ivanda, Jess L. Gregory, Agnieszka Żyta, Aleksandra Arciszewska i Smiljana Zrilić. "Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities." Hrvatska revija za rehabilitacijska istraživanja 53, br. Supplement (2017): 252-264. https://hrcak.srce.hr/193758
Harvard
Ćwirynkało, K., et al. (2017). 'Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities', Hrvatska revija za rehabilitacijska istraživanja, 53(Supplement), str. 252-264. Preuzeto s: https://hrcak.srce.hr/193758 (Datum pristupa: 09.12.2019.)
Vancouver
Ćwirynkało K, Kisovar-Ivanda T, L. Gregory J, Żyta A, Arciszewska A, Zrilić S. Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities. Hrvatska revija za rehabilitacijska istraživanja [Internet]. 2017 [pristupljeno 09.12.2019.];53(Supplement):252-264. Dostupno na: https://hrcak.srce.hr/193758
IEEE
K. Ćwirynkało, T. Kisovar-Ivanda, J. L. Gregory, A. Żyta, A. Arciszewska i S. Zrilić, "Attitudes of Croatian and Polish elementary school teachers towards inclusive education of children with disabilities", Hrvatska revija za rehabilitacijska istraživanja, vol.53, br. Supplement, str. 252-264, 2017. [Online]. Dostupno na: https://hrcak.srce.hr/193758. [Citirano: 09.12.2019.]

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.

Ključne riječi
inclusive education; children with disabilities; teachers’ attitudes

Hrčak ID: 193758

URI
https://hrcak.srce.hr/193758

[hrvatski]

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