The attitudes and opinions of the teaching staff concerning inclusion in the Czech Republic

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

The attitudes and opinions of the teaching staff concerning inclusion in the Czech Republic

Popis výsledku v původním jazyce

The objective of the paper is to present the data of an extensive quantitative research study investigating the attitudes and opinions of the teaching staff concerning inclusion. Since 1 September 2016 an amendment to the Education Act has been in effect, which is known as the ‘inclusive amendment’, the purpose of which is to introduce the inclusive form of education of children with special educational needs on a much wider scale than previous amendments. The preliminary research has shown that these changes are the source of many concerns among teachers. One of the key factors in the course and success/failure of the inclusive approach in education is undoubtedly the teaching staff (teachers, special education teachers, assistant teachers), whose attitudes, competences and skills are crucial to the results of working with these children and the whole class. For this reason, the authors attempted to investigate teachers’ opinions and attitudes. The data collection method was a questionnaire, which was sent to all schools in the Czech Republic. The number of returned questionnaires was 2,467. The paper presents teachers’ attitudes and opinions concerning inclusion, and describes their needs and their attitudes to the legislative changes. The results suggest that teachers need more support, including a lower number of students per class and assistant teachers.

Název v anglickém jazyce

The attitudes and opinions of the teaching staff concerning inclusion in the Czech Republic

Popis výsledku anglicky

The objective of the paper is to present the data of an extensive quantitative research study investigating the attitudes and opinions of the teaching staff concerning inclusion. Since 1 September 2016 an amendment to the Education Act has been in effect, which is known as the ‘inclusive amendment’, the purpose of which is to introduce the inclusive form of education of children with special educational needs on a much wider scale than previous amendments. The preliminary research has shown that these changes are the source of many concerns among teachers. One of the key factors in the course and success/failure of the inclusive approach in education is undoubtedly the teaching staff (teachers, special education teachers, assistant teachers), whose attitudes, competences and skills are crucial to the results of working with these children and the whole class. For this reason, the authors attempted to investigate teachers’ opinions and attitudes. The data collection method was a questionnaire, which was sent to all schools in the Czech Republic. The number of returned questionnaires was 2,467. The paper presents teachers’ attitudes and opinions concerning inclusion, and describes their needs and their attitudes to the legislative changes. The results suggest that teachers need more support, including a lower number of students per class and assistant teachers.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

INTED2018 Proceedings

ISBN

978-84-697-9480-7

ISSN

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e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

4789-4796

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Valencia

Datum konání akce

5. 3. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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