Učitelé jako aktéři inkluze v základní škole
| Title in English | Teachers as Actors of Inclusion in Primary School |
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| Authors | |
| Year of publication | 2013 |
| Type | Chapter of a book |
| MU Faculty or unit | |
| Citation | |
| Description | Research on factors of success of inclusive education indicate that it is the attitudes of teachers and other school staff that largely affects the success of the education of pupils with special educational needs. It is not only the theoretical knowledge or expertise of the teachers what plays a significant role in the proces of inclusion. Their acceptance of the policy of inclusion is even more important. This chapter focuses on the attitudes of primary school teachers in the Czech Republic towards inclusive education of different groups of pupils and identifies the factors that influence these attitudes. The modified version of a questionnaire Attitudes; Sentiments and Concerns about Inclusive Education (SACIE) was used for data collection (Forlin, Earl, Loreman, Sharma, 2011). The research sample consists of 92 Czech primary school teachers from the five regions of the Czech Republic. Data show that respondents declared only a little support in relation to the inclusion of the particular groups of pupils: especially regarding pupils who are physically aggressive towards others, pupils who need assistance with personal care and pupils who frequently fail exams. A high percentage of respondents also expressed various concerns related to the different aspects of inclusion. The academic training and the experience of teachers was identified as the major factors influencing teachers´attitudes toward inclusion. |
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