Full inclusive education: idealistic or realistic Macedonian educational agenda
Date Issued
2021
Author(s)
Abstract
Introduction: According to the Macedonian educational legislation, from the
school year 2022/23, all children with disabilities must be included in regular
schools.
Aim: The purpose of this paper is to explore the attitudes of teachers towards
inclusive education of all students with disabilities, and also the factors they
consider most important for the proper implementation of inclusive practices
in regular schools.
Method: The questionnaire “Teachers’ beliefs and attitudes towards Inclusive
Education” was used to examine educators’ attitudes and beliefs about full
inclusion of students with disabilities. The sample for this study consisted of a
total of 346 Macedonian regular school teachers. The Statistical Package for
Social Sciences Software was used to analyze the data, organize the results,
and provide descriptive statistics.
Results: Teachers’ attitudes towards inclusive education for all students
with disabilities were divided (45.4% of them agree/strongly agree, against
41.3% who disagree/strongly disagree with this issue). The findings show
that regular teachers are not sure about the level of confidence in teaching
students with disabilities (M=3.15+1.10). According to teachers, the biggest
barriers of inclusive education are large number of students in classrooms
(68.8%), unqualified educational staff (63.6%), and the curriculum (62.1%).
Conclusion: Generally, the teachers in this study accept the inclusion of
children with some types of disabilities in the regular classrooms, indicating at
the same time the benefits of inclusion for them and for typically developing
children.
school year 2022/23, all children with disabilities must be included in regular
schools.
Aim: The purpose of this paper is to explore the attitudes of teachers towards
inclusive education of all students with disabilities, and also the factors they
consider most important for the proper implementation of inclusive practices
in regular schools.
Method: The questionnaire “Teachers’ beliefs and attitudes towards Inclusive
Education” was used to examine educators’ attitudes and beliefs about full
inclusion of students with disabilities. The sample for this study consisted of a
total of 346 Macedonian regular school teachers. The Statistical Package for
Social Sciences Software was used to analyze the data, organize the results,
and provide descriptive statistics.
Results: Teachers’ attitudes towards inclusive education for all students
with disabilities were divided (45.4% of them agree/strongly agree, against
41.3% who disagree/strongly disagree with this issue). The findings show
that regular teachers are not sure about the level of confidence in teaching
students with disabilities (M=3.15+1.10). According to teachers, the biggest
barriers of inclusive education are large number of students in classrooms
(68.8%), unqualified educational staff (63.6%), and the curriculum (62.1%).
Conclusion: Generally, the teachers in this study accept the inclusion of
children with some types of disabilities in the regular classrooms, indicating at
the same time the benefits of inclusion for them and for typically developing
children.
Subjects
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