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    Assessing teachers' attitudes towards inclusive education within an urban school district in Ireland

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    hdip_mahony_c_2016.pdf (651.9Kb)
    Author
    Mahony, Ciara
    Date
    2016
    Degree
    Higher Diploma in Arts in Psychology
    URI
    http://hdl.handle.net/10788/3155
    Publisher
    Dublin Business School
    Rights holder
    http://esource.dbs.ie/copyright
    Rights
    Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
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    Abstract
    The role of teachers in establishing inclusive learning environments is critical. It is generally accepted that inclusive practice relies on teacher knowledge, skills, understanding, and attitudes. This study aimed to assess teachers’ attitudes towards inclusive education and establish the constraints and barriers faced by teachers in creating inclusive learning environments. It also assessed the effect of inclusion on teachers’ perceived self-efficacy. Two schools from an urban district in Ireland were used for data collection. The instruments used were self-reported questionnaires and the participants consisted of mainstream, learning support and resource teachers in the participating schools. Pre service training and professional development was a significant factor in ensuring positive teacher attitudes. Other challenges reported by teachers were class size, behaviour and severity of need. The results indicated that experience with special educational needs resulted in higher perceived self-efficacy. Author keywords: Inclusion, special educational needs, training, self-efficacy
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