Beliefs and Experiences of Serbian Preschool Educators on Inclusive Education

Beliefs and Experiences of Serbian Preschool Educators on Inclusive Education

Автор: Bojana Dimitrijević, Jelena Starčević

Журнал: International Journal of Cognitive Research in Science, Engineering and Education @ijcrsee

Рубрика: Original research

Статья в выпуске: 3 vol.12, 2024 года.

Бесплатный доступ

The purpose of this study is to examine a range of preschool educators’ experiences and beliefs regarding inclusive education in public preschool institutions in Serbia. The research aimed to: a) determine the relationship between educators’ self-assessed experience and competence, the availability of support systems, educators’ beliefs about the parents of children with developmental difficulties, and their beliefs about inclusion; b) identify significant predictors of the educators’ beliefs about the benefits of inclusion; c) explore whether nurses and preschool teachers differ in their experiences and beliefs. The sample consisted of 201 preschool educators: 145 preschool teachers and 56 nurses working with younger children. Principal Component Analysis with Oblimin rotation was employed, along with parallel analysis, which pointed to a four-factor structure: Teaching Experience and Competence, Availability of Expert Support, Negative Beliefs about Parents, and Inclusion Benefits. The results indicate that preschool educators report mildly positive experiences and beliefs about inclusive education, but they also hold a negative view of the parents of children with developmental difficulties. Negative beliefs about parents show the strongest (negative) correlation with beliefs in the benefits of inclusion and are the best predictor in the regression model, followed by self-assessed experience and competence and the participants’ occupation (i.e., nurse or preschool teacher). Preschool teachers report that they have more experience and competence in working with children with developmental difficulties than nurses do, while other differences were not significant. The implications of the obtained results are discussed.

Еще

Inclusive education, children with developmental difficulties, preschool teachers, nurses specialized in early education and child care, preschool educators’ beliefs and attitudes, parents of children with developmental difficulties

Короткий адрес: https://sciup.org/170206564

IDR: 170206564   |   DOI: 10.23947/2334-8496-2024-12-3-621-632

Список литературы Beliefs and Experiences of Serbian Preschool Educators on Inclusive Education

  • Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191–211. https://doi.org/10.1080/713663717 DOI: https://doi.org/10.1080/713663717
  • 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. https://doi.org/10.1080/08856250701649989 DOI: https://doi.org/10.1080/08856250701649989
  • Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056 DOI: https://doi.org/10.1080/08856250210129056
  • Berk, L. E. (2017). Development through the lifespan (7th ed.). Pearson.
  • Bowman, I. (1986). Teacher training and the integration of handicapped pupils: Some findings from a fourteen nation UNESCO study. European Journal of Special Needs Education, 1(1), 29–38. https://doi.org/10.1080/0885625860010105 DOI: https://doi.org/10.1080/0885625860010105
  • Bruns, D. A., & Mogharreban, C. C. (2007). The gap between beliefs and practices: Early childhood practitioners’ perceptions about inclusion. Journal of Research in Childhood Education, 21(3), 229–241. https://doi.org/10.1080/02568540709594591 DOI: https://doi.org/10.1080/02568540709594591
  • Buysse, V., & Bailey, D. B. (1993). Behavioral and Developmental Outcomes in Young Children with Disabilities in Integrated and Segregated Settings: A Review of Comparative Studies. The Journal of Special Education, 26(4), 434–461. https://doi.org/10.1177/002246699302600407 DOI: https://doi.org/10.1177/002246699302600407
  • Chiner, E., & Cardona, M. C. (2013). Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?. International Journal of Inclusive Education, 17(5), 526–541. https://doi.org/10.1080/13603116.2012.689864 DOI: https://doi.org/10.1080/13603116.2012.689864
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum Associates, Publishers
  • Desombre, C., Lamotte, M., & Jury, M. (2019). French teachers’ general attitude toward inclusion: The indirect effect of teacher efficacy. Educational Psychology, 39(1), 38–50. https://doi.org/10.1080/01443410.2018.1472219 DOI: https://doi.org/10.1080/01443410.2018.1472219
  • Dimitrijević, B., Petrović, D., & Leutwyler, B. (2017). Implicitna uverenja nastavnika o učenicima romske i mađarske kulturne grupe. Zbornik instituta za pedagoška istraživanja, 49(1), 55–76. https://doi.org/10.2298/ZIPI1701055D DOI: https://doi.org/10.2298/ZIPI1701055D
  • Đević, R. (2009). Spremnost nastavnika osnovne škole da prihvate učenike sa teškoćama u razvoju. Zbornik Instituta za pedagoška istraživanja, 41(2), 367–382. https://doi.org/10.2298/ZIPI0902367D DOI: https://doi.org/10.2298/ZIPI0902367D
  • Dias, P. C., & Cadime, I. (2016). Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool. European Journal of Special Needs Education, 31(1), 111–123. https://doi.org/10.1080/08856257.2015.1108040 DOI: https://doi.org/10.1080/08856257.2015.1108040
  • Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “Messy” Construct of Teachers’ Beliefs: What are they? Which have been examined? What can They Tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook: Vol. 2. Individual Differences and Cultural and Contextual Factors, (pp. 471–499). American Psychological Association DOI: https://doi.org/10.1037/13274-019
  • Forlin, C. (1995). Educators’ beliefs about inclusive practices in Western Australia. British Journal of Special Education, 22(4), 179–185. https://doi.org/10.1111/j.1467-8578.1995.tb00932.x DOI: https://doi.org/10.1111/j.1467-8578.1995.tb00932.x
  • Gaines, T., & Barnes, M. (2017). Perceptions and attitudes about inclusion: Findings across all grade levels and years of teaching experience. Cogent Education, 4(1), 1313561. https://doi.org/10.1080/2331186X.2017.1313561 DOI: https://doi.org/10.1080/2331186X.2017.1313561
  • Galović, D., Brojčin, B., & Glumbić, N. (2014). The attitudes of teachers towards inclusive education in Vojvodina. International Journal of Inclusive Education, 18(12), 1262–1282. https://doi.org/10.1080/13603116.2014.886307 DOI: https://doi.org/10.1080/13603116.2014.886307
  • Garriott, P. P., Miller, M., & Snyder, L. (2003). Preservice teachers’ beliefs about inclusive education: What should teacher educators know? Action in Teacher Education, 25(1), 48–54. https://doi.org/10.1080/01626620.2003.10463292 DOI: https://doi.org/10.1080/01626620.2003.10463292
  • George, D., & Mallery, P. (2020). IBM SPSS Statistics 26 Step by Step: A Simple Guide and Reference (16th ed.). Routledge. https://doi.org/10.4324/9780429056765 DOI: https://doi.org/10.4324/9780429056765
  • Janjić, B., Milojević, N., & Lazarević, S. (2012). Priručnik za zaposlene u vrtićima i školama - primena i unapređenje inkluzivnog obrazovanja u Srbiji. Udruženje studenata sa hendikepom
  • Jeremić, B., Milenović, Ž., Petrović, J., & Markov, Z. (2022). Partnership of parents of children who need additional support in learning and preschool teachers in preschool institutions from the perspective of the integrated approach to learning. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(1), 29-34. https://doi.org/10.23947/2334-8496-2022-10-1-29-34 DOI: https://doi.org/10.23947/2334-8496-2022-10-1-29-34
  • Jordan, A., Lindsay, L. & Stanovich, P. J. (1997). Classroom teachers’ instructional interactions with students who are exceptional, at risk, and typically achieving. Remedial and Special Education, 18(2), 82-93. https://doi.org/10.1177/074193259701800202 DOI: https://doi.org/10.1177/074193259701800202
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90. https://doi.org/10.1207/s15326985ep2701_6 DOI: https://doi.org/10.1207/s15326985ep2701_6
  • Kane, R., Sandretto S., & Heath, C. (2002). Telling half the story: a critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177–228. https://psycnet.apa.org/doi/10.3102/00346543072002177 DOI: https://doi.org/10.3102/00346543072002177
  • Karić, T., Mihić, V., & Korda, M. (2014). Stavovi profesora razredne nastave o inkluzivnom obrazovanju dece sa smetnjama u razvoju. Primenjena psihologija, 7(4), 531–548. https://doi.org/10.19090/pp.2014.4.531-548 DOI: https://doi.org/10.19090/pp.2014.4.531-548
  • Kwon, K. A., Elicker, J., & Kontos, S. (2011). Social IEP objectives, teacher talk, and peer interaction in inclusive and segregated preschool settings. Early Childhood Education Journal, 39, 267–277. https://doi.org/10.1007/s10643-011-0469-6 DOI: https://doi.org/10.1007/s10643-011-0469-6
  • Lai-Mui-Lee, F., Tracey, D., Barker, K., Fan, J., & Yeung, A. S. (2014). What predicts teachers’ acceptance of students with special educational needs in kindergarten?. Australian Journal of Educational and Developmental Psychology, 14 (Special Issue), 60–70.
  • Lee, F. L. M., Yeung, A. S., Tracey, D., & Barker, K. (2015). Inclusion of children with special needs in early childhood education: What teacher characteristics matter. Topics in Early Childhood Special Education, 35, 79–88. https://doi.org/10.1177/0271121414566014 DOI: https://doi.org/10.1177/0271121414566014
  • MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46–52. https://doi.org/10.1016/j.tate.2012.08.006 DOI: https://doi.org/10.1016/j.tate.2012.08.006
  • Macura-Milovanović, S., Gera, I., & Kovačević, M. (2010). Mapiranje politika i praksi za pripremu nastavnika za inkluzivno obrazovanje u kontekstu društvenih i kulturnih različitosti, Nacionalni izveštaj za Srbiju [Mapping Policies and Practices for Preparing Teachers for Inclusive Education in the Context of Social and Cultural Diversity, National Report for Serbia]. Torino: European Training Foundation.
  • Nacionalni izveštaj o inkluzivnom obrazovanju u Republici Srbiji: Za period od 2019 do 2021. godine [National report on inclusive education in the Republic of Serbia: From 2019 to 2021]. Ministarstvo prosvete, Delegacija Evropske unije, UNICEF, 2022.
  • Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of early intervention, 33(4), 344-356. https://doi.org/10.1177/1053815111430094 DOI: https://doi.org/10.1177/1053815111430094
  • Odom, S. L. Viztum, J., Wolery, R. A., Lieber, J., Sandall, S. R., Hanson, M., Beckman, P. J., Schwartz, I., & Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological systems perspective. Journal of Research in Special Educational Needs, 4(1), 17–49. https://doi.org/10.1111/J.1471-3802.2004.00016.x DOI: https://doi.org/10.1111/J.1471-3802.2004.00016.x
  • Osnove programa predškolskog vaspitanja i obrazovanja [Rulebook on the Fundamentals of Preschool Education and Care Programs], Sl. Glasnik RS – Prosvetni glasnik, br. 16/2018.
  • Pajares, F. M. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307 DOI: https://doi.org/10.3102/00346543062003307
  • Rajović, V., & Jovanović, O. (2010). Profesionalno i privatno iskustvo sa osobama s posebnim potrebama i stavovi nastavnika redovnih škola prema inkluziji [Professional and Personal Experience with Individuals with Special Needs and the Attitudes of Regular School Teachers Toward Inclusion]. Psihološka istraživanja, 13(1), 91–106. DOI: https://doi.org/10.5937/PsIstra1001091R
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of Research on Teacher Education (pp. 102–119). Macmillan.
  • Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282. https://doi.org/10.1080/00313831.2018.1541819 DOI: https://doi.org/10.1080/00313831.2018.1541819
  • Savolainen, H., Malinen, O. P., & Schwab, S. (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion–a longitudinal cross-lagged analysis. International journal of inclusive education, 26(9), 958–972. https://doi.org/10.1080/13603116.2020.1752826 DOI: https://doi.org/10.1080/13603116.2020.1752826
  • Scanlon, G., Radeva, S., Pitsia, V., Maguire, C., & Nikolaeva, S. (2022). Attitudes of teachers in Bulgarian kindergartens towards inclusive education. Teaching and Teacher Education, 112(3), 103650. https://doi.org/10.1016/j.tate.2022.103650 DOI: https://doi.org/10.1016/j.tate.2022.103650
  • Sharma, U., & Sokal, L. (2016). Can teachers’ self-reported efficacy, concerns, and attitudes toward inclusion scores predict their actual inclusive classroom practices?. Australasian Journal of Special Education, 40(1), 21–38. https://doi.org/10.1017/jse.2015.14 DOI: https://doi.org/10.1017/jse.2015.14
  • Stančić, M., & Stanisavljević Petrović, Z. S. (2013). Mišljenje vaspitača o koristima od inkluzije i načinima njenog ostvarivanja [Preschool Educators’ Opinions on the Benefits of Inclusion and Ways to Achieve It]. Specijalna edukacija i rehabilitacija, 12(3), 353–369. https://doi.org/10.5937/specedreh12-2719 DOI: https://doi.org/10.5937/specedreh12-2719
  • Starčević, J., Macura, S., & Topalović, M. (2018). Utvrđivanje faktora koji su povezani sa stavovima učitelja prema radu sa učenicima sa smetnjama u razvoju [Identifying Factors Associated with Teachers’ Attitudes Toward Working with Students with Developmental Disabilities]. Uzdanica, 15(1), 121–134.
  • Sucuoğlu, N. B., & Bakkaloğlu, H. (2016). The quality of parent–teacher relationships in inclusive preschools. Early Child Development and Care, 188(8), 1190–1201. https://doi.org/10.1080/03004430.2016.1261124 DOI: https://doi.org/10.1080/03004430.2016.1261124
  • Štemberger, T., & Kiswarday, V. R. (2018). Attitude towards inclusive education: the perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education, 33(1), 47–58. https://doi.org/10.1080/08856257.2017.1297573 DOI: https://doi.org/10.1080/08856257.2017.1297573
  • Vasiljević-Prodanović, D., Krneta, Ž., & Markov, Z. (2023). Cooperation between Preschool Teachers and Parents from the Perspective of the Developmental Status of the Child. International Journal of Disability, Development and Education, 70(5), 688–704. https://doi.org/10.1080/1034912X.2021.1916892 DOI: https://doi.org/10.1080/1034912X.2021.1916892
  • Ward, J., Center, Y., & Bochner, S. (1994). A question of attitudes: integrating children with disabilities into regular classrooms? British Journal of Special Education, 21(1), 34–39. https://doi.org/10.1111/j.1467-8578.1994.tb00081.x DOI: https://doi.org/10.1111/j.1467-8578.1994.tb00081.x
  • Yu, S., & Cho, E. (2022). Preservice teachers’ attitudes toward inclusion in early childhood classrooms: A review of the literature. Early Childhood Education Journal, 50(4), 687–698. https://doi.org/10.1007/s10643-021-01187-0 DOI: https://doi.org/10.1007/s10643-021-01187-0
  • Zachos, D. T. (2017). Teachers’ Perceptions, Attitudes and Feelings towards Pupils of Roma Origin. International Journal of Inclusive Education, 21(10), 1011–1027. https://doi.org/10.1080/13603116.2017.1326176 DOI: https://doi.org/10.1080/13603116.2017.1326176
  • Zakon o osnovama sistema obrazovanja i vaspitanja [Law on the Foundations of the Education System]. Službeni glasnik RS, br 72/2009.
  • Zakon o osnovama sistema obrazovanja i vaspitanja [Law on the Foundations of the Education System]. Službeni glasnik RS, br. 88/2017, 27/2018 - dr. zakon, 10/2019, 27/2018 - dr. zakon, 6/2020, 129/2021 i 92/2023.
  • Zakon o predškolskom vaspitanju i obrazovanju [Law on Preschool Education]. Službeni glasnik RS, br. 18/2010.
Еще
Статья научная
QR-код для установки приложения SciUp Наведите камеру и скачайте бесплатное приложение SciUp