The Opinion of Future Pedagogues to Work with Students with Hearing Impairment in Inclusive Settings

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F16%3A73579530" target="_blank" >RIV/61989592:15410/16:73579530 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The Opinion of Future Pedagogues to Work with Students with Hearing Impairment in Inclusive Settings

Popis výsledku v původním jazyce

Inclusive education has been a major policy for the education of students with disabilities in a number of European countries. Several factors related to child, and teacher variables seem to contribute to the successful inclusion of deaf students in mainstream classrooms. The aim of this study was to investigate the attitudes and concerns of pedagogues from the Palacky University of Czech Republic, towards the inclusion of deaf students in mainstream classrooms. A total of 107 pre-service teachers from the Palacky University of the Czech Republic participated in this study. Data were collected through the Sentiments, Attitudes and Concerns about Inclusive Education Scale (SACIE) by Loreman, Earle, Sharma & Forlin (2007). The statistical analysis revealed a number of teacher's related factors that predict their sentiments towards inclusion of deaf students. Czech pre-service teachers were not very positive towards inclusion of deaf students in mainstream schools. This result might be explained by the fact that Czech teachers have not enough courses in special and deaf education. The results of this study indicate the importance of providing a number of courses in special, deaf and inclusive education, to teacher's through their education programs, in order for them to be prepared to work successfully with deaf students in inclusive settings.

Název v anglickém jazyce

The Opinion of Future Pedagogues to Work with Students with Hearing Impairment in Inclusive Settings

Popis výsledku anglicky

Inclusive education has been a major policy for the education of students with disabilities in a number of European countries. Several factors related to child, and teacher variables seem to contribute to the successful inclusion of deaf students in mainstream classrooms. The aim of this study was to investigate the attitudes and concerns of pedagogues from the Palacky University of Czech Republic, towards the inclusion of deaf students in mainstream classrooms. A total of 107 pre-service teachers from the Palacky University of the Czech Republic participated in this study. Data were collected through the Sentiments, Attitudes and Concerns about Inclusive Education Scale (SACIE) by Loreman, Earle, Sharma & Forlin (2007). The statistical analysis revealed a number of teacher's related factors that predict their sentiments towards inclusion of deaf students. Czech pre-service teachers were not very positive towards inclusion of deaf students in mainstream schools. This result might be explained by the fact that Czech teachers have not enough courses in special and deaf education. The results of this study indicate the importance of providing a number of courses in special, deaf and inclusive education, to teacher's through their education programs, in order for them to be prepared to work successfully with deaf students in inclusive settings.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Problemy Edukacji, Rehabilitacji i Socjalizacji Osób Niepełnosprawnych

ISSN

2391-9973

e-ISSN

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Svazek periodika

22

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

17

Strana od-do

124-140

Kód UT WoS článku

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EID výsledku v databázi Scopus

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