Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences

Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process that welcomes all students regardless of their social skills and physical and intellectual abilities....
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Dina Bethere [verfasserIn] Romalda Kasiliauskiene [verfasserIn] Linda Pavitola [verfasserIn] Svetlana Usca [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	inclusive education pupils with special needs teachers’ attitude teachers’ competence

Übergeordnetes Werk:	In: Social Sciences - MDPI AG, 2013, 12(2023), 7, p 365
Übergeordnetes Werk:	volume:12 ; year:2023 ; number:7, p 365

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/socsci12070365

Katalog-ID:	DOAJ093827075

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spelling	10.3390/socsci12070365 doi (DE-627)DOAJ093827075 (DE-599)DOAJc0716e394a8b46f58e406a57ce593a98 DE-627 ger DE-627 rakwb eng Dina Bethere verfasserin aut Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process that welcomes all students regardless of their social skills and physical and intellectual abilities. The qualitative implementation of inclusive education requires competent staff. The study reflects a comparative study carried out in Latvia and Lithuania, and it focuses on Latvian and Lithuanian teachers’ attitude self-assessment regarding the implementation of inclusive education. A three-dimensional model, including the cognitive, affective, and behaviour components, are used for the study. The Technical Manual for Attitudes Towards Teaching All Students Instrument developed by Gregory Jess L. and Noto Lori A. has been applied in the study. The SPSS 25.0 programme, Pearson Correlation, and One-Way ANOVA tests were used for the statistical analysis of the data. The results reveal, and generally confirm, differences in the structure of Latvian and Lithuanian teachers’ attitudes, as well as emphasize the importance of teachers and support specialists’ competence improvement to ensure optimal teaching and learning processes for all learners involved in the educational process. inclusive education pupils with special needs teachers’ attitude teachers’ competence Social Sciences H Romalda Kasiliauskiene verfasserin aut Linda Pavitola verfasserin aut Svetlana Usca verfasserin aut In Social Sciences MDPI AG, 2013 12(2023), 7, p 365 (DE-627)718660412 (DE-600)2663343-7 20760760 nnns volume:12 year:2023 number:7, p 365 https://doi.org/10.3390/socsci12070365 kostenfrei https://doaj.org/article/c0716e394a8b46f58e406a57ce593a98 kostenfrei https://www.mdpi.com/2076-0760/12/7/365 kostenfrei https://doaj.org/toc/2076-0760 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2086 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2023 7, p 365
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allfieldsSound	10.3390/socsci12070365 doi (DE-627)DOAJ093827075 (DE-599)DOAJc0716e394a8b46f58e406a57ce593a98 DE-627 ger DE-627 rakwb eng Dina Bethere verfasserin aut Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process that welcomes all students regardless of their social skills and physical and intellectual abilities. The qualitative implementation of inclusive education requires competent staff. The study reflects a comparative study carried out in Latvia and Lithuania, and it focuses on Latvian and Lithuanian teachers’ attitude self-assessment regarding the implementation of inclusive education. A three-dimensional model, including the cognitive, affective, and behaviour components, are used for the study. The Technical Manual for Attitudes Towards Teaching All Students Instrument developed by Gregory Jess L. and Noto Lori A. has been applied in the study. The SPSS 25.0 programme, Pearson Correlation, and One-Way ANOVA tests were used for the statistical analysis of the data. The results reveal, and generally confirm, differences in the structure of Latvian and Lithuanian teachers’ attitudes, as well as emphasize the importance of teachers and support specialists’ competence improvement to ensure optimal teaching and learning processes for all learners involved in the educational process. inclusive education pupils with special needs teachers’ attitude teachers’ competence Social Sciences H Romalda Kasiliauskiene verfasserin aut Linda Pavitola verfasserin aut Svetlana Usca verfasserin aut In Social Sciences MDPI AG, 2013 12(2023), 7, p 365 (DE-627)718660412 (DE-600)2663343-7 20760760 nnns volume:12 year:2023 number:7, p 365 https://doi.org/10.3390/socsci12070365 kostenfrei https://doaj.org/article/c0716e394a8b46f58e406a57ce593a98 kostenfrei https://www.mdpi.com/2076-0760/12/7/365 kostenfrei https://doaj.org/toc/2076-0760 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2086 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2023 7, p 365
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title	Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences
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title_sort	teachers’ attitude towards inclusive education: latvian and lithuanian experiences
title_auth	Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences
abstract	Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process that welcomes all students regardless of their social skills and physical and intellectual abilities. The qualitative implementation of inclusive education requires competent staff. The study reflects a comparative study carried out in Latvia and Lithuania, and it focuses on Latvian and Lithuanian teachers’ attitude self-assessment regarding the implementation of inclusive education. A three-dimensional model, including the cognitive, affective, and behaviour components, are used for the study. The Technical Manual for Attitudes Towards Teaching All Students Instrument developed by Gregory Jess L. and Noto Lori A. has been applied in the study. The SPSS 25.0 programme, Pearson Correlation, and One-Way ANOVA tests were used for the statistical analysis of the data. The results reveal, and generally confirm, differences in the structure of Latvian and Lithuanian teachers’ attitudes, as well as emphasize the importance of teachers and support specialists’ competence improvement to ensure optimal teaching and learning processes for all learners involved in the educational process.
abstractGer	Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process that welcomes all students regardless of their social skills and physical and intellectual abilities. The qualitative implementation of inclusive education requires competent staff. The study reflects a comparative study carried out in Latvia and Lithuania, and it focuses on Latvian and Lithuanian teachers’ attitude self-assessment regarding the implementation of inclusive education. A three-dimensional model, including the cognitive, affective, and behaviour components, are used for the study. The Technical Manual for Attitudes Towards Teaching All Students Instrument developed by Gregory Jess L. and Noto Lori A. has been applied in the study. The SPSS 25.0 programme, Pearson Correlation, and One-Way ANOVA tests were used for the statistical analysis of the data. The results reveal, and generally confirm, differences in the structure of Latvian and Lithuanian teachers’ attitudes, as well as emphasize the importance of teachers and support specialists’ competence improvement to ensure optimal teaching and learning processes for all learners involved in the educational process.
abstract_unstemmed	Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process that welcomes all students regardless of their social skills and physical and intellectual abilities. The qualitative implementation of inclusive education requires competent staff. The study reflects a comparative study carried out in Latvia and Lithuania, and it focuses on Latvian and Lithuanian teachers’ attitude self-assessment regarding the implementation of inclusive education. A three-dimensional model, including the cognitive, affective, and behaviour components, are used for the study. The Technical Manual for Attitudes Towards Teaching All Students Instrument developed by Gregory Jess L. and Noto Lori A. has been applied in the study. The SPSS 25.0 programme, Pearson Correlation, and One-Way ANOVA tests were used for the statistical analysis of the data. The results reveal, and generally confirm, differences in the structure of Latvian and Lithuanian teachers’ attitudes, as well as emphasize the importance of teachers and support specialists’ competence improvement to ensure optimal teaching and learning processes for all learners involved in the educational process.
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title_short	Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences
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