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....
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-06-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/12/7/365 |
| _version_ | 1797587472522149888 |
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| author | Dina Bethere Romalda Kasiliauskiene Linda Pavitola Svetlana Usca |
| author_facet | Dina Bethere Romalda Kasiliauskiene Linda Pavitola Svetlana Usca |
| author_sort | Dina Bethere |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-11T00:39:26Z |
| format | Article |
| id | doaj.art-c0716e394a8b46f58e406a57ce593a98 |
| institution | Directory Open Access Journal |
| issn | 2076-0760 |
| language | English |
| last_indexed | 2024-03-11T00:39:26Z |
| publishDate | 2023-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj.art-c0716e394a8b46f58e406a57ce593a982023-11-18T21:21:48ZengMDPI AGSocial Sciences2076-07602023-06-0112736510.3390/socsci12070365Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian ExperiencesDina Bethere0Romalda Kasiliauskiene1Linda Pavitola2Svetlana Usca3Liepaja University, LV-3401 Liepaja, LatviaMarijampole University of Applied Sciences, 68125 Marijampole, LithuaniaFaculty of Pedagogy and Social Work, Liepaja University, LV-3401 Liepaja, LatviaRezekne Academy of Technologies, LV-4601 Rezekne, LatviaInclusive 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.https://www.mdpi.com/2076-0760/12/7/365inclusive educationpupils with special needsteachers’ attitudeteachers’ competence |
| spellingShingle | Dina Bethere Romalda Kasiliauskiene Linda Pavitola Svetlana Usca Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences Social Sciences inclusive education pupils with special needs teachers’ attitude teachers’ competence |
| title | Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences |
| title_full | Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences |
| title_fullStr | Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences |
| title_full_unstemmed | Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences |
| title_short | Teachers’ Attitude towards Inclusive Education: Latvian and Lithuanian Experiences |
| title_sort | teachers attitude towards inclusive education latvian and lithuanian experiences |
| topic | inclusive education pupils with special needs teachers’ attitude teachers’ competence |
| url | https://www.mdpi.com/2076-0760/12/7/365 |
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