BLIND STUDENTS AND INCLUSIVE EDUCATION IN REGULAR SCHOOLS: TEACHERS’ CONCERNS ACCORDING TO THEIR GENDER
Keywords:
visual impairment, blind students, inclusive education, teacher concerns, teachers genderAbstract
The education of children with disabilities is the same as that of the education of children without disabilities: to support children to reach their full potential and lead productive lives as active members of their communities. Teachers play an important role in inclusive education, they implement inclusive education, and they have their own concerns about this process. The inclusion of blind and visually impaired students in the regular classroom can make any teacher with little support and cooperation, students who have no other disabilities, fully realize the curriculum, they just need to adapt the methods and means of teaching. The aim of this research was to determine the concerns of teachers in regular primary schools by gender, about the inclusive education of blind students. The research included a sample of 89 teachers from regular schools, who are involved in inclusive education in regular primary schools in Tetovo. A special questionnaire was used as an instrument to assess teachers’ concerns. The standard statistical package SPSS was used to process the data. The analysis comparing the average by gender shows that there is a difference in teachers' concerns about inclusive education according to their gender.
References
Barnová, S., Kožuchová, M., Krásna, S., & Osaďan, R. (2022). Teachers’ Professional Attitudes towards Inclusive Education. Emerging Science Journal, 6, 13–24. https://doi.org/10.28991/esj-2022-sied-02
Bouillet, D. (2010). Izazovi integriranog odgoja i obrazovanja, Zagreb, Školska knjiga.
Boyle, C., Anderson, J., & Allen, K. A. (2020). The importance of teacher attitudes to inclusive education. In Inclusive education: Global issues and controversies, 127-146. Brill, Leiden, Netherlands. doi:10.1163/9789004431171_008.
Ivančić, Đ., (2010). Diferencirana nastava u inkluzivnoj školi: procjena, poučavanje i vrednovanje uspješnosti učenika s teškoćama. Zagreb, Alka script
Kudek Mirošević, J., Jurčević-Lozančić, A. (2014). Stavovi odgojitelja i učitelja o provedbi inkluzije u redovitim predškolskim ustanovama i osnovnim školama. Hrvatska revija za rehabilitacijska istraživanja, 50(2), 17-29.
McMains, L. D. (2021). Inclusive Education: What it means, proven strategies, and a case study https://education.cu-portland.edu/blog/classroom-resources/inclusiveeducation/
Mitchell, D. (2018). The ecology of inclusive education. London: Routledge.
Perles, K. (2010). Mainstreaming and inclusion: How are they different? Retrieved from http://www.brighthub.com/education/special/articles/66813.aspx.
Shah, R., Das, A. K., I.P., & Tiwari, A. (2014). Teachers’ concerns about inclusive education in Ahmedabad, India. Journal of Research in Special Educational Needs.
Urton, K., Wilbert, J., Krull, J., and Hennemann, T. (2023). Factors explaining teachers' intention to implement inclusive practices in the classroom: Indications based on the theory of planned behaviour. Teaching and Teacher Education. 132.
Wentzel, K. R. (2003). School adjustment. In W. M. Reynolds and G. E. Miller. Handbook of psychology: Vol. 7. Educational psychology (page 235-258). New York, NY, USA: John Willey and Sons.
