Exploring Hungarian teachers’ perceptions of inclusive education of SEN students
The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2020-05-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844020306964 |
| _version_ | 1818204887653023744 |
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| author | Andrea Magyar Anita Krausz Ildikó Dóra Kapás Anita Habók |
| author_facet | Andrea Magyar Anita Krausz Ildikó Dóra Kapás Anita Habók |
| author_sort | Andrea Magyar |
| collection | DOAJ |
| description | The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N = 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching- and learning-related factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers’ knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers. |
| first_indexed | 2024-12-12T03:48:23Z |
| format | Article |
| id | doaj.art-e1b25bc027f141b2b3458bcaae39171e |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-12-12T03:48:23Z |
| publishDate | 2020-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-e1b25bc027f141b2b3458bcaae39171e2022-12-22T00:39:27ZengElsevierHeliyon2405-84402020-05-0165e03851Exploring Hungarian teachers’ perceptions of inclusive education of SEN studentsAndrea Magyar0Anita Krausz1Ildikó Dóra Kapás2Anita Habók3Szeged Center for Research on Learning and Instruction, University of Szeged, Szeged, HungaryDoctoral School of Education, University of Szeged, Szeged, HungaryUniversity of Szeged, Szeged, HungaryInstitute of Education, University of Szeged, Szeged, Hungary; Corresponding author.The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N = 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching- and learning-related factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers’ knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.http://www.sciencedirect.com/science/article/pii/S2405844020306964EducationInclusive educationSpecial educational needs (SEN)SEN teachersTeaching methodICT |
| spellingShingle | Andrea Magyar Anita Krausz Ildikó Dóra Kapás Anita Habók Exploring Hungarian teachers’ perceptions of inclusive education of SEN students Heliyon Education Inclusive education Special educational needs (SEN) SEN teachers Teaching method ICT |
| title | Exploring Hungarian teachers’ perceptions of inclusive education of SEN students |
| title_full | Exploring Hungarian teachers’ perceptions of inclusive education of SEN students |
| title_fullStr | Exploring Hungarian teachers’ perceptions of inclusive education of SEN students |
| title_full_unstemmed | Exploring Hungarian teachers’ perceptions of inclusive education of SEN students |
| title_short | Exploring Hungarian teachers’ perceptions of inclusive education of SEN students |
| title_sort | exploring hungarian teachers perceptions of inclusive education of sen students |
| topic | Education Inclusive education Special educational needs (SEN) SEN teachers Teaching method ICT |
| url | http://www.sciencedirect.com/science/article/pii/S2405844020306964 |
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