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|Title: ||Teacher's Attitude Towards The Inclusion of Children With Disabilities Into Regular Schools: The Case of Some Schools in Addis Ababa|
|Authors: ||Abate, Lakew|
|Advisors: ||Dr. Tirussew Teferra|
|Copyright: ||May-2001 |
|Date Added: ||6-Nov-2012 |
|Abstract: ||Teachers' attitude towards the inclusion of children with disabilities into regular schools
is recognized as crucial for its successful implementation. So, it was necessary to study
on teachers' views regarding inclusive education since their commitment to the process of
inclusive education critically influences it's practice.
The purpose of the study was two-fold. First an effort was made to see if there is
or similarity in attitude between Regular and Special School Teachers
towards the inclusion of children with disabilities (visual problem, hearing problem and
mental retardation) into regular schools. Second, the study attempted to determine
whether or not there is relationship between teachers' sex, age, qualification, special
education training, teaching experience, qualification and attitude towards inclusion.
Samples of the study consisted of 127 teachers taken from 6 primary schools (3 regular
schools and 3 special schools). All sample schools are found in Addis Ababa except one
special school, which is found at Sebeta. The instruments used to collect the data were
questionnaire, interview and focus-group discussion.
To analyze the obtained data, descriptive statistics such as means, standard deviations
and percentages of variables were used extensively. A t-test was made to see whether or
not there is a significant relationship between teachers' variables and attitude.
Results of the analysis indicated that special school teachers have significantly higher
attitude scores than regular school teachers. That is, special school teachers were found
to be more favorable towards inclusive education than their counterparts.|
|Appears in:||Thesis - Educational Psychology |
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