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THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES
Corresponding Author(s) : Pattaraporn Jamsai
Humanities & Social Sciences Reviews,
Vol. 7 No. 1 (2019): January
Abstract
Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms.
Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree.
Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor.
Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.
Keywords
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- Ali, M. M., Mustapha, R., & Jelas, Z. M. (2006). An empirical study on teachers' perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21(3), 36-44.
- Antonak, R. F., & Larrivee, B. (1995). Psychometric Analysis and Revision of the Opinions Relative to Mainstreaming Scale. Exceptional Children, 62(2), 139-149. DOI: 10.1177/001440299506200204 DOI: https://doi.org/10.1177/001440299506200204
- Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367-389. DOI: 10.1080/08856250701649989 DOI: https://doi.org/10.1080/08856250701649989
- Bender, W. N., Vail, C. O., & Scott, K. (1995). Teachers’ attitudes toward increased mainstreaming: Implementing effective instruction for students with learning disabilities. Journal of Learning Disabilities, 28(2), 87-94. DOI: 10.1177/0022219495028 00203 DOI: https://doi.org/10.1177/002221949502800203
- Bureau of Special Education Administration. (2016). Information management system. Retrieved from http://202.29.172.121/specialbasic/report_menter_area.php?p=12utr&&report=2re
- Cagran, B., Schmidt, M. (2011). Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school. Education Studies, 37(2), 171-195. DOI: 10.1080/03055698.2010.506319 DOI: https://doi.org/10.1080/03055698.2010.506319
- Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers' attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369-379. DOI: 10.1080/13668250310001616407 DOI: https://doi.org/10.1080/13668250310001616407
- Dapudong, R. C. (2013). Knowledge and attitude towards inclusive education of children with learning disabilities: The case of Thai primary school teachers. Academic Research International, 4, 496-512.
- Dapudong, R. C. (2014). Teachers' knowledge and attitude towards inclusive education: Basic for an enhanced professional development program. International Journal of Learning and Development, 4, 1-24. DOI: 10.5296/ijld.v4i4.6116 DOI: https://doi.org/10.5296/ijld.v4i4.6116
- Department of Empowerment of Persons with Disabilities. (2016, September 30). The report of the situation of people with disabilities in Thailand. Retrieved from http://dep.go.th/sites/default/files/files/news/Report_PWDS_SEP2559.pdf
- Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analysis using G*power 3.1: tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160. DOI: https://doi.org/10.3758/BRM.41.4.1149
- Hays, J. (2013). Land, geography, climate, and regions of Thailand. Retrieved from Facts and Details: http://factsanddetails.com/southeast-asia/Thailand/sub5_8h/entry-3323.html
- Hoffman, K.J. (2006). Inclusion: Secondary teacher attitudes toward inclusion of special needs students into regular classrooms (Doctoral dissertation). Retrieved from https://search.proquest.com/docview/305332889?pq-origsite=summon
- Hsieh, W.-Y., Hsieh, C.-M., Ostrosky, M., & McCollum, J. (2012). Taiwanese first-grade teachers' perceptions of inclusive education. International Journal of Inclusive Education, 16(1), 71-88. DOI: 10.1080/13603111003592283 DOI: https://doi.org/10.1080/13603111003592283
- Jitsuchon, S., & Richter, K. (2007). Thailand's poverty maps from construction to application. In T. Bedi, A. Coudouel, &
- K. Simler, More than a pretty picture: Using poverty maps to design better policies and interventions (pp. 241-260). World Bank Publications.
- Kimble, W.J. (2017). Middle school administrator and teacher attitudes towards students with mild to moderate disabilities in the inclusive classroom (Doctoral dissertation). Retrieved from https://search.proquest.com/docview/1920187842? Pq-origsite=summon
- Leyser, Y., & Tappendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121, 751-761.
- Ministry of Education. (2004). Regulations on working hours and public holidays of educational institutions.
- Narot, P. K. (2010). Movement in special education in Thailand. International Journal of Education, 33(1), 3-11.
- Norwich, B. (1994). The relationship between attitudes to the integration of children with special educational needs and wider socio-political views: A US-English comparison. European Journal of Special Needs Education, 9, 91-106. DOI: https://doi.org/10.1080/0885625940090108
- Office of the Basic Education Commission. (2017). Information group. Retrieved from http://www.bopp-obec.info/home/
- Pruekchaikul, K., Kuptametanon, S., & Walker, K. (2016, April 19). OBEC improves the quality of life and educational opportunities for the disabled in 2016. Retrieved from Ministry of Education Thailand: http://www.en.moe.go.th/index.php?option=com_content&view=article&id=3283:obec-improves-the-quality-of-life-and-educational-opportunities-for-the-disabled-in 2016&catid=1:news &Itemid=42
- Rakap, S., & Kaczmarek, L. (2010). Teachers' attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59-75. DOI: 10.1080/0885 6250903450848 DOI: https://doi.org/10.1080/08856250903450848
- Salkind, N. J. (2014). Statistics for people who (think they) hate statistics. Thousand Oaks, CA: SAGE.
- Special Education Bureau. (2016). Students Report separate by school, grade, gender, and type of disabilities. Bangkok: Office of the Basic Education Commission.
- United Nations Educational Scientific and Cultural Organization. (1994). The Salamanca statement and framework for action: On special needs education. United Nations Educational Scientific and Cultural Organization.
- Wilczenski, F. L. (1994). Changes in attitudes toward mainstreaming among undergraduate education students. Educational Research Quarterly, 17, 5-17.
References
Ali, M. M., Mustapha, R., & Jelas, Z. M. (2006). An empirical study on teachers' perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21(3), 36-44.
Antonak, R. F., & Larrivee, B. (1995). Psychometric Analysis and Revision of the Opinions Relative to Mainstreaming Scale. Exceptional Children, 62(2), 139-149. DOI: 10.1177/001440299506200204 DOI: https://doi.org/10.1177/001440299506200204
Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367-389. DOI: 10.1080/08856250701649989 DOI: https://doi.org/10.1080/08856250701649989
Bender, W. N., Vail, C. O., & Scott, K. (1995). Teachers’ attitudes toward increased mainstreaming: Implementing effective instruction for students with learning disabilities. Journal of Learning Disabilities, 28(2), 87-94. DOI: 10.1177/0022219495028 00203 DOI: https://doi.org/10.1177/002221949502800203
Bureau of Special Education Administration. (2016). Information management system. Retrieved from http://202.29.172.121/specialbasic/report_menter_area.php?p=12utr&&report=2re
Cagran, B., Schmidt, M. (2011). Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school. Education Studies, 37(2), 171-195. DOI: 10.1080/03055698.2010.506319 DOI: https://doi.org/10.1080/03055698.2010.506319
Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers' attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369-379. DOI: 10.1080/13668250310001616407 DOI: https://doi.org/10.1080/13668250310001616407
Dapudong, R. C. (2013). Knowledge and attitude towards inclusive education of children with learning disabilities: The case of Thai primary school teachers. Academic Research International, 4, 496-512.
Dapudong, R. C. (2014). Teachers' knowledge and attitude towards inclusive education: Basic for an enhanced professional development program. International Journal of Learning and Development, 4, 1-24. DOI: 10.5296/ijld.v4i4.6116 DOI: https://doi.org/10.5296/ijld.v4i4.6116
Department of Empowerment of Persons with Disabilities. (2016, September 30). The report of the situation of people with disabilities in Thailand. Retrieved from http://dep.go.th/sites/default/files/files/news/Report_PWDS_SEP2559.pdf
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analysis using G*power 3.1: tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160. DOI: https://doi.org/10.3758/BRM.41.4.1149
Hays, J. (2013). Land, geography, climate, and regions of Thailand. Retrieved from Facts and Details: http://factsanddetails.com/southeast-asia/Thailand/sub5_8h/entry-3323.html
Hoffman, K.J. (2006). Inclusion: Secondary teacher attitudes toward inclusion of special needs students into regular classrooms (Doctoral dissertation). Retrieved from https://search.proquest.com/docview/305332889?pq-origsite=summon
Hsieh, W.-Y., Hsieh, C.-M., Ostrosky, M., & McCollum, J. (2012). Taiwanese first-grade teachers' perceptions of inclusive education. International Journal of Inclusive Education, 16(1), 71-88. DOI: 10.1080/13603111003592283 DOI: https://doi.org/10.1080/13603111003592283
Jitsuchon, S., & Richter, K. (2007). Thailand's poverty maps from construction to application. In T. Bedi, A. Coudouel, &
K. Simler, More than a pretty picture: Using poverty maps to design better policies and interventions (pp. 241-260). World Bank Publications.
Kimble, W.J. (2017). Middle school administrator and teacher attitudes towards students with mild to moderate disabilities in the inclusive classroom (Doctoral dissertation). Retrieved from https://search.proquest.com/docview/1920187842? Pq-origsite=summon
Leyser, Y., & Tappendorf, K. (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education, 121, 751-761.
Ministry of Education. (2004). Regulations on working hours and public holidays of educational institutions.
Narot, P. K. (2010). Movement in special education in Thailand. International Journal of Education, 33(1), 3-11.
Norwich, B. (1994). The relationship between attitudes to the integration of children with special educational needs and wider socio-political views: A US-English comparison. European Journal of Special Needs Education, 9, 91-106. DOI: https://doi.org/10.1080/0885625940090108
Office of the Basic Education Commission. (2017). Information group. Retrieved from http://www.bopp-obec.info/home/
Pruekchaikul, K., Kuptametanon, S., & Walker, K. (2016, April 19). OBEC improves the quality of life and educational opportunities for the disabled in 2016. Retrieved from Ministry of Education Thailand: http://www.en.moe.go.th/index.php?option=com_content&view=article&id=3283:obec-improves-the-quality-of-life-and-educational-opportunities-for-the-disabled-in 2016&catid=1:news &Itemid=42
Rakap, S., & Kaczmarek, L. (2010). Teachers' attitudes towards inclusion in Turkey. European Journal of Special Needs Education, 25(1), 59-75. DOI: 10.1080/0885 6250903450848 DOI: https://doi.org/10.1080/08856250903450848
Salkind, N. J. (2014). Statistics for people who (think they) hate statistics. Thousand Oaks, CA: SAGE.
Special Education Bureau. (2016). Students Report separate by school, grade, gender, and type of disabilities. Bangkok: Office of the Basic Education Commission.
United Nations Educational Scientific and Cultural Organization. (1994). The Salamanca statement and framework for action: On special needs education. United Nations Educational Scientific and Cultural Organization.
Wilczenski, F. L. (1994). Changes in attitudes toward mainstreaming among undergraduate education students. Educational Research Quarterly, 17, 5-17.