Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan
The purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interde...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-12-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2021.739384/full |
| _version_ | 1819095775132516352 |
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| author | Bassam Alabdallat Hatem Alkhamra Rana Alkhamra |
| author_facet | Bassam Alabdallat Hatem Alkhamra Rana Alkhamra |
| author_sort | Bassam Alabdallat |
| collection | DOAJ |
| description | The purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interdependence theory and cooperative learning conceptual framework. The survey was composed of two parts. The first section examined collaborative teaching duties for both instructors. It included 29 items and four categories (planning, instruction, evaluation, and behavior management). The second section included 15 items to assess attitudes toward inclusion. The study enrolled a total of 233 teachers (123 in special education and 110 in general education) with a response rate of 78%. The results showed that there was agreement between general and special education on only one of the four domains (instruction). Additionally, special education teachers expressed a more favorable attitude toward inclusion than did general education teachers. The current situation’s implications were explored with an emphasis on the necessity for additional shared practical activities among teachers. |
| first_indexed | 2024-12-21T23:48:39Z |
| format | Article |
| id | doaj.art-3539baf54039435480db0e4f9a167144 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-21T23:48:39Z |
| publishDate | 2021-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-3539baf54039435480db0e4f9a1671442022-12-21T18:46:00ZengFrontiers Media S.A.Frontiers in Education2504-284X2021-12-01610.3389/feduc.2021.739384739384Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in JordanBassam Alabdallat0Hatem Alkhamra1Rana Alkhamra2Department of Counselling and Special Education, School of Educational Sciences, The University of Jordan, Amman, JordanDepartment of Counselling and Special Education, School of Educational Sciences, The University of Jordan, Amman, JordanDepartment of Hearing and Speech Sciences, School of Rehabilitation Sciences, The University of Jordan, Amman, JordanThe purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interdependence theory and cooperative learning conceptual framework. The survey was composed of two parts. The first section examined collaborative teaching duties for both instructors. It included 29 items and four categories (planning, instruction, evaluation, and behavior management). The second section included 15 items to assess attitudes toward inclusion. The study enrolled a total of 233 teachers (123 in special education and 110 in general education) with a response rate of 78%. The results showed that there was agreement between general and special education on only one of the four domains (instruction). Additionally, special education teachers expressed a more favorable attitude toward inclusion than did general education teachers. The current situation’s implications were explored with an emphasis on the necessity for additional shared practical activities among teachers.https://www.frontiersin.org/articles/10.3389/feduc.2021.739384/fullperceptionsattitudescollaborationinclusive educationgeneral and special education teachers |
| spellingShingle | Bassam Alabdallat Hatem Alkhamra Rana Alkhamra Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan Frontiers in Education perceptions attitudes collaboration inclusive education general and special education teachers |
| title | Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan |
| title_full | Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan |
| title_fullStr | Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan |
| title_full_unstemmed | Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan |
| title_short | Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan |
| title_sort | special education and general education teacher perceptions of collaborative teaching responsibilities and attitudes towards an inclusive environment in jordan |
| topic | perceptions attitudes collaboration inclusive education general and special education teachers |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2021.739384/full |
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