Should Inclusive Education Be Made Compulsory in Schools?: A Study of Self-Efficacy and Attitudes Regarding Inclusive Education among a Diverse Group of SENA (Special Needs Assistance) Teachers
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| Title: | Should Inclusive Education Be Made Compulsory in Schools?: A Study of Self-Efficacy and Attitudes Regarding Inclusive Education among a Diverse Group of SENA (Special Needs Assistance) Teachers |
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| Language: | English |
| Authors: | Pearson, Emma Claire, Tan, Jennifer |
| Source: | International Journal of Special Education. 2015 30(1):111-119. |
| Availability: | International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Inclusion, Self Efficacy, Teacher Attitudes, Special Education Teachers, Teacher Surveys, Questionnaires, Foreign Countries, Teaching Experience, Teacher Qualifications, Factor Analysis, Statistical Analysis, Self Concept Measures, Scores, Elementary School Teachers, Workshops, Likert Scales |
| Geographic Terms: | Brunei |
| ISSN: | 0827-3383 |
| Abstract: | This paper reports a survey conducted with the intention of responding to recent calls for more evidence on the experiences of SENA teachers since implementation of policies around inclusive education. The data provide a tentative information about perceptions among teachers currently employed by the Ministry of Education as SENA teachers. The data were collected through the use of questionnaires distributed during a series of professional development workshops held with SENA teachers throughout the country. |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2016 |
| Accession Number: | EJ1094837 |
| Database: | ERIC |
| Abstract: | This paper reports a survey conducted with the intention of responding to recent calls for more evidence on the experiences of SENA teachers since implementation of policies around inclusive education. The data provide a tentative information about perceptions among teachers currently employed by the Ministry of Education as SENA teachers. The data were collected through the use of questionnaires distributed during a series of professional development workshops held with SENA teachers throughout the country. |
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| ISSN: | 0827-3383 |
