Attitudes of the Macedonian Preschool Teachers toward Students with Disabilities
Preschool teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study was to examine what attitudes Macedonian preschool teachers hold towards early inclusive education; which variables are related to their attitudes. We examined the impact of the teaching experience, age of the teachers, and experience of work with children with special needs. The Opinions Relevant to Integration of Students with Disabilities (ORI) was administered to 94 preschool teachers at 2 preschool institutions. The results of this study showed, in general, that the preschool teachers’ attitudes were more negative than positive towards the inclusion of students with disability (meaning of students with intellectual impairments, visual impairments, hearing impairments, autism spectrum disorder, physical impairments and ADHD). No significance was found in relation to the grade level of education of preschool teachers, occupational experience and previous teaching experience with students with disability.
Les enseignants du préscolaire sont considérés comme des personnes clés dans la mise en œuvre des politiques éducatives intégratrices. Les attitudes positives jouent donc un rôle considérable dans la réalisation des changements éducatifs. L’objectif de cette étude était d’examiner les attitudes qu’ont les enseignants du préscolaire de la Macédoine face à l’éducation préscolaire inclusive et de déterminer quelles variables influençaient leurs attitudes. Nous avons examiné l’impact de l’expérience en enseignement, l’âge des enseignants et l’expérience de travail avec des enfants ayant des besoins spéciaux. Quatre-vingt-quatorze enseignants de deux institutions préscolaires ont répondu à un questionnaire portant sur leurs avis quant à l’intégration d’élèves présentant des handicaps. Les résultats indiquent que, de façon générale, les attitudes des enseignants du préscolaire étaient plus négatives que positives face à l’inclusion des élèves avec des handicaps (c’est à dire, ayant une déficience intellectuelle, visuelle, auditive ou physique; souffrant de troubles du spectre autistique ou atteints de TDAH). Nous n’avons pas trouvé de liens significatifs entre les attitudes et la scolarité des enseignants du préscolaire, leur expérience professionnelle et leur expérience avec des élèves présentant des handicaps.
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