Session Information
04 SES 04 A, Attitudes of Different Groups
Paper Session
Contribution
It has been proved that educational integration is more successful if all participants in the process are better prepared and informed. In the process of education special role belongs to elementary school teachers. Positive attitudes of teachers towards integration are important precondition for successful education of children with difficulties.
The purpose of this research was to examine the views of teachers in regular elementary schools in the urban and rural environments of the Republic of Croatia that are attended by students with difficulties.
The goals of research are:
- to examine the teachers’ views toward students with difficulties,
- to examine the differences (if there are any) in views of teachers in regard to the environment in which they work (rural/urban),
- to examine the differences (if there are any) in views of teachers in regard to the students age (class teachers/subject teachers)
Method
Expected Outcomes
References
1. Bishop, D. V. M. (1989): Autism, Asperger's syndrome and semantic-pragmatic disorder: where are the boundaries? British Journal of Disorders of Communication, 24, 107-121. 2. Bishop, D. V. M., North, T., & Donlan, C. (1995): Genetic basis of specific language impairment: evidence from a twin study. Developmental Medicine and Child Neurology, 37, 56-71. 3. Bishop, D.V.M. (1997.): Uncommon Understanding. Specific language impairment Hove , UK: Psychology Press. 4. Bishop, D.V.M. (2000): Pragmatic language impairment: A correlate of SLI, a distinct subgroup, or part of the autistic continuum? U: Bishop, D.V.M. i Leonard, L. (2000.). Speech and language impairments in chilren. Hove, UK: Psychology Press., 99-113. 5. Dockrell, E. J., Lindsay, G. ( 2001): Children with Spesific Speech and Language Diffisulties – the teachers¨ perspective, Oxford Review of Education, Vol. 27, No. 3. 6. Forlin, C. and Others, (1996): Inclusive Practices: How Accepting are Teachers?. International Journal of Disability, Development and Education, v 43, n2 p119-33. 7. Sadler, J. (2005): Knowledge, Attitudes and Beliefs of the Mainstream Teachers of Children with a Preschool Diagnosis of Speech/Language Impairment, Child Language Teaching and Therapy, v21 n2 p 147 – 164. 8. Talmor, R., Reiter, S., Feigin, N (2005): Factors relating to regular education teacher burnout in inclusive education, European Journal of Special Needs Education, Vol. 20, No 2, pp. 215. – 229.
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