与小学教师对残疾学生融合教育态度相关的因素
Factors Associated with Primary School Teachers' Attitudes Towards the Inclusion of Students with Disabilities.
作者信息
Vaz Sharmila, Wilson Nathan, Falkmer Marita, Sim Angela, Scott Melissa, Cordier Reinie, Falkmer Torbjörn
机构信息
School of Occupational Therapy and Social Work, Curtin University, Perth, Western Australia, Australia.
School of Nursing and Midwifery, University of Western Sydney, Sydney, New South Wales, Australia.
出版信息
PLoS One. 2015 Aug 28;10(8):e0137002. doi: 10.1371/journal.pone.0137002. eCollection 2015.
OBJECTIVE
Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.
METHOD
Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.
RESULTS
Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.
CONCLUSION
The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.
目的
教师对全纳教育的态度通常基于全纳教育的实际实施情况，而非特定的意识形态和对包容性的理解。本研究旨在确定与小学教师对普通学校中接纳所有残疾学生的态度相关的因素。
方法
74名小学教师参与了在西澳大利亚进行的一项横断面调查。分别使用《关于残疾学生融合的意见》量表和班杜拉的教师效能感量表来测量教师对残疾学生融合的态度和效能感。
结果
教师的四个属性——年龄、性别、教学自我效能感和培训，共同解释了教师对接纳残疾学生态度变化的42%。
结论
本研究进一步推动了知识的积累，这些知识能够剖析为促进对全纳学校的积极态度而应考虑的复杂因素模式。
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