Unit:
Κατεύθυνση Σχολική ψυχολογίαLibrary of the School of Philosophy
Author:
Orfanou Maria-Orsalia
Supervisors info:
Αδριανός Μουταβελής, Διδάκτωρ Ειδικής Παιδαγωγικής και Ψυχολογίας του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών (Επιβλέπων Καθηγητής)
Χρυσή Χατζηχρήστου, Καθηγήτρια Σχολικής Ψυχολογίας, Τμήμα Ψυχολογίας, Φιλοσοφική Σχολή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (Μέλος Τριμελούς Επιτροπής)
Αικατερίνη Λαμπροπούλου, Διδάκτωρ Σχολικής Ψυχολογίας του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών (Μέλος Τριμελούς Επιτροπής)
Original Title:
Αντιλήψεις των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης για τη συμπεριληπτική εκπαίδευση μαθητών με ειδικές εκπαιδευτικές ανάγκες και ο προσανατολισμός τους στην αλλαγή.
Translated title:
Mainstream school teachers’ perception about the inclusion programs of students with special needs and the extent up to which the school community focus on change impacts the actual formation of those perceptions.
Summary:
Inclusion is an issue that affects the last decade’s developments in the educational systems of many countries. The current research work presents a study on the mainstream school teachers’ perception about the inclusion programs of students with special needs and the extent up to which the school community focus on change impacts the actual formation of those perceptions. The developed study attempts to reveal the correlation between frame factors (change orientations) and the ordinary school teachers attitude related to the inclusion of pupils facing social discrimination, behavioral issues, school community malfunctions or physical disabilities. The sample consisted of 204 primary school teachers (83.3% women, ages: 22 to over 51) from schools of Athens and Korinthos. Self-report measures included the "Attitudes Scale on inclusive education of pupils" (Wilczenski, 1992, 1995), the "The Faculty Change Orientation Scale" (Smith & Hoy, 2005) and a questionnaire on demographic indicators. Teachers expressed more positive attitudes towards the inclusion of children with social difficulties followed by a less positive spirit as far as the inclusion of children with behavioral problems, problems with school performance and physical disability is concerned. Regarding the change dimensions, teachers reported that the principal and other school staff members are more willing to change compared to the general social belief about the school community’s change promotion policy. Intra-individual and contextual factors were successful predicting teachers’ perception over an inclusion-centered education, while there was a differentiation as far as the disability type was concerned. Future studies could explore issues affecting the context and hierarchy, both related to inclusion and potentially reinforce the shaping of a climate that promotes change.
Main subject category:
Philosophy - Psychology
Keywords:
inclusion, change orientation, teachers, students with special educational needs, contact, disability, school
Number of references:
155
