The attitude of Teachers Towards Delayed Students in Mainstream Classrooms at Elementary Level in Pakistan
Keywords:
Attitude of teachers, Education, Inclusion, Human rights, Inclusive education, Delayed students
Abstract
After becoming a signatory of UNCRPD, inclusive education is a reality for approaching days; however, due to our already weak and socio-religiously confused educational system, teachers and parents of delayed students, are not ready to accept them in mainstream classrooms. The basic reason for such reluctance is lack of awareness and fears of added responsibilities, which may be associated with this major shift in educational methodology. The aim of the research is to understand the attitude and perception of teachers about the inclusive education concept. In this study, mixed-method research (both qualitative and quantitative) was used. The research instrument was developed according to the directions and guidance provided by experts with fourteen items, which were then shared with 100 elementary school teachers belonging from different Federally administered educational institutions in District Okara, and their responses were quantified for analysis. Moreover, interviews of senior teachers from the same educational institutions were also conducted to obtain a clear perspective of the issue. Convenience sampling techniques were used, and descriptive analysis was used to assess responses. Based on acquired data, results were finalized, which showed reluctance by teachers due to lack of awareness as well as fear of additional responsibilities and expectations without any visible incentive. Moreover, neither required human resources nor infrastructures allow an inclusive schooling system to be adopted. Thus, a gradual approach towards implementation of a new concept along with concrete steps by the government is found to be the most viable option for approaching the issue.
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Sorkos, G., & Hajisoteriou, C. (2021). Sustainable intercultural and inclusive education: Teachers’ efforts on promoting a combining paradigm. Pedagogy, Culture & Society, 29(4), 517-536.
Schwab, S., Hellmich, F., & Gö rel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of research in special educational needs, 17(3), 205-217. https://doi.org/10.1111/1471-3802.12379
Sharma, U., Shaukat, S., & Furlonger, B. (2015). Attitudes and self-efficacy of pre-service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97-105. https://doi.org/10.1111/1471-3802.12071
Shaukat, S., & Rasheed, K. (2015). Student Teachers Attitudes Towards Inclusion in Pakistan. Bahria Journal of Professional Psychology, 14(1).
Shaukat, S., Sharma, U., & Furlonger, B. (2013). Pakistani and Australian Pre-Service Teachers' Attitudes and Self-Efficacy Towards Inclusive Education. Journal of Behavioural Sciences, 23(2). https://www.researchgate.net/publication/306152518
Treder, D. W., Morse, W. C., & Ferron, J. M. (2000). The relationship between teacher effectiveness and teacher attitudes toward issues related to inclusion. Teacher Education and Special Education, 23(3), 202-210. https://doi.org/10.1177/088840640002300303
Tuncay, A. A., & Kizilaslan, A. (2021). Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey. European Journal of Special Needs Education, 1-14.
Veselinović, P. , & Knežević, M. (2015). Competitiveness enhancing as the incentive for the investment in the city of Kragujevac. Ekonomski pogledi, 17(3), 139-163.
Yilmaz, R. K., & Yeganeh, E. (2021). Who and How Do I Include? A Case Study on Teachers' Inclusive Education Practices. International Journal of Progressive Education, 17(2), 406-429.
Biggs, J., & Moore, P. (1993). Conceptions of learning and teaching. The Process of Learning, 20-26. http://classic.austlii.edu.au/au/journals/LegEdRev/1991/8.html
Bowden, R., Corcoran, S. L., & Pinnock, H. (2022). Education policy and inclusive education: People and processes. In Policy, Provision and Practice for Special Educational Needs and Disability (pp. 27-41). Routledge.
da Silveira, A. P. D., Ió rio, R. d. P. F., Marcos, F. C. C., Fernandes, A. O., de Souza, S. A. C. D., Kuramae, E. E., & Cipriano, M. A. P. (2019). Exploitation of new endophytic bacteria and their ability to promote sugarcane growth and nitrogen nutrition. Antonie van leeuwenhoek, 112(2), 283-295. https://doi.org/10.1007/s10482-018-1157-y
Dunn, P. (2006). Aristotle (384–322 BC): Philosopher and scientist of ancient Greece. Archives of Disease in Childhood-Fetal and Neonatal Edition, 91(1), F75-F77. https://doi.org/10.1136/adc.2005.074534
Gaad, E., & Khan, L. (2007). Primary mainstream teachers' attitudes towards inclusion of students with special educational needs in the private sector: A perspective from Dubai. International journal of special education, 22(2), 95-109.
Hellmich, F., Lö per, M. F., & Gö rel, G. (2019). The role of primary school teachers’ attitudes and self-efficacy beliefs for everyday practices in inclusive classrooms–a study on the verification of the ‘Theory of Planned Behaviour’. Journal of research in special educational needs, 19, 36-48. https://doi.org/10.1111/1471-3802.12476
Husin, M. R., Shaffeei, K., Ahmad, H., & Shuib, T. R. (2021). Companion teacherbased on sociological stimulus during learning to improves the acceptance of inclusive education pupils in receiving skills and information. Linguistics and Culture Review, 5(S1), 1138-1148.
Tonegawa, Y. (2022). Contextualization of inclusive education: Education for children with disabilities in Myanmar. International Journal of Instruction, 15(1).
Kisanji, J. (1999). Historical and theoretical basis of inclusive education. Keynote address for the Workshop on Inclusive Education in Namibia: The Challenge for Teacher Education.
Krämer, S., Möller, J., & Zimmermann, F. (2021). Inclusive education of students with general learning difficulties: A meta-analysis. Review of Educational Research, 91(3), 432-478.
Krstić, M. (2018). Dimensions of sustainable development. Economics of Sustainable Development, 2(2), 19-28.
Krstić, M. (2021). Higher Education as Determinant of Competitiveness and Sustainable Economic Development. In The Sustainability Debate. Emerald Publishing Limited. https://doi.org/10.1108/S2043-905920210000015002
Iacono, T., Landry, O., Garcia-Melgar, A., Spong, J., Hyett, N., Bagley, K., & McKinstry, C. (2021). A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability. International Journal of Inclusive Education, 1-15.
Justice, L. M., Logan, J. A., Lin, T. J., & Kaderavek, J. N. (2014). Peer effects in early childhood education: Testing the assumptions of specialeducation inclusion. Psychological Science, 25(9), 1722-1729.
Love, H. R., & Horn, E. (2021). Definition, context, quality: Current issues in research examining high-quality inclusive education. Topics in Early Childhood Special Education, 40(4), 204-216.
Li, L., & Ruppar, A. (2021). Conceptualizing teacher agency for inclusive education: A systematic and international review. Teacher Education and Special Education, 44(1), 42-59.
Miesera, S., DeVries, J. M., Jungjohann, J., & Gebhardt, M. (2019). Correlation between attitudes, concerns, self-efficacy and teaching intentions in inclusive education evidence from German pre-service teachers using international scales. Journal of Research in Special
Educational Needs, 19(2), 103-114. https://doi.org/10.1111/1471-3802.12432 Nilholm, C. (2021). Research about inclusive education in 2020–How can we improve our theories in order to change practice? European Journal of Special Needs Education, 36(3), 358-370.
O’Toole, C., & Burke, N. (2013). Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers. European Journal of Special Needs Education, 28(3), 239-253. https://doi.org/10.1080/08856257.2013.768451
Park, M. H., Dimitrov, D. M., Das, A., & Gichuru, M. (2016). The teacher efficacy for inclusive practices (TEIP) scale: Dimensionality and factor structure. Journal of Research in Special Educational Needs, 16(1), 2-12. https://doi.org/10.1111/1471-3802.12047
Pit-ten Cate, I. M., Schwab, S., Hecht, P., & Aiello, P. (2019). Teachers’ attitudes and self-efficacy beliefs with regard to inclusive education. New York, NY: Wiley Online Library.
Radivojević, V., Kahrović, E., & Krstić, M. (2019). Population skills as an indicator of European countries' competitiveness in the modern economy. Vojno delo, 71(5), 105-116.
Sallin, A., & Balestra, S. (2022). The Earth is Not Flat: A New World of High-Dimensional Peer Effects (No. 0189). University of Zurich, Department of Business Administration (IBW).
Sorkos, G., & Hajisoteriou, C. (2021). Sustainable intercultural and inclusive education: Teachers’ efforts on promoting a combining paradigm. Pedagogy, Culture & Society, 29(4), 517-536.
Schwab, S., Hellmich, F., & Gö rel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of research in special educational needs, 17(3), 205-217. https://doi.org/10.1111/1471-3802.12379
Sharma, U., Shaukat, S., & Furlonger, B. (2015). Attitudes and self-efficacy of pre-service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97-105. https://doi.org/10.1111/1471-3802.12071
Shaukat, S., & Rasheed, K. (2015). Student Teachers Attitudes Towards Inclusion in Pakistan. Bahria Journal of Professional Psychology, 14(1).
Shaukat, S., Sharma, U., & Furlonger, B. (2013). Pakistani and Australian Pre-Service Teachers' Attitudes and Self-Efficacy Towards Inclusive Education. Journal of Behavioural Sciences, 23(2). https://www.researchgate.net/publication/306152518
Treder, D. W., Morse, W. C., & Ferron, J. M. (2000). The relationship between teacher effectiveness and teacher attitudes toward issues related to inclusion. Teacher Education and Special Education, 23(3), 202-210. https://doi.org/10.1177/088840640002300303
Tuncay, A. A., & Kizilaslan, A. (2021). Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey. European Journal of Special Needs Education, 1-14.
Veselinović, P. , & Knežević, M. (2015). Competitiveness enhancing as the incentive for the investment in the city of Kragujevac. Ekonomski pogledi, 17(3), 139-163.
Yilmaz, R. K., & Yeganeh, E. (2021). Who and How Do I Include? A Case Study on Teachers' Inclusive Education Practices. International Journal of Progressive Education, 17(2), 406-429.
Published
2021-10-08
How to Cite
Dr. Wajiha Kanwal, Dr. Cedric Aimal Edwin, Dr. Sana Aroos Khattak, & Nadia Mahrukh. (2021). The attitude of Teachers Towards Delayed Students in Mainstream Classrooms at Elementary Level in Pakistan. Journal of Management Practices, Humanities and Social Sciences, 5(4), 33-41. https://doi.org/10.33152/jmphss-5.4.4
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