Teachers' Attitudes Towards Inclusion of Children with Disabilities

Thin Thin Soe; Khin Hnin Nwe

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Teachers' Attitudes Towards Inclusion of Children with Disabilities

http://hdl.handle.net/20.500.12678/0000005728

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MAAS 2019 (Thin Thin Soe).pdf (431 Kb)

Publication type
		Journal article
Upload type
		Publication
Title
	Title	Teachers' Attitudes Towards Inclusion of Children with Disabilities
	Language	en
Publication date		2019-06-01
Authors
		Thin Thin Soe
		Khin Hnin Nwe
Description
		Inclusive education has become important to governments around the world to provide education for all and international recognition of the importance of meeting the needs of diverse populations. The purpose of the study is to investigate teachers' attitudes towards inclusion in Myanmar and to explore the needs and challenges which exist in conducting inclusive schools across the country. This research was a survey of quantitative and qualitative mixed design. During December 2017 the data were collected by using questionnaire(Attitude towards Inclusion Scale of Thomas V. Sabella (2015) and Opinions Relative to Integration of Students with Disabilities (ORI) of Antonak, R. F., and Larrivee, B. (1995))and interview. The teacher participants (900) were 150 from Sagaing Region, 150 from Mandalay Region, 150 from Rakhine State, 150 from Mon State, 150 from Ayerawady Region and 150 from Yangon Region.Results showed that the teachers’ attitudes are positive. This study indicated years of teaching experience, age and status did not necessarily influence teachers’ attitudes. The qualitative study revealed six factors for inclusion, nine barriers to inclusion, and seven themes. They thought that lack of resources including materials and personnel would be a major barrier to inclusion and need for more training related to inclusion of children with disabilities. According to the findings, the teachers are not opposed to the philosophy of inclusion but they believe that some children with disabilities would receive a better education in special schools.
Keywords
		Attitudes, Disability, Inclusion, Inclusive Education, Inclusive Schools, Special Schools
Journal articles
		9
		Journal of the Myanmar Academy of Arts and Science
		131-151
		17

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