Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability
The aim of the present study was to elucidate Mexicans teachers’ attitudes toward school inclusion and disability. To achieve this goal, 119 regular education and 88 special education teachers answered The Opinions Relative to Integration of Students with Disabilities scale.&...
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doaj-fa13e85c6ccf491da786fdebb56ae6a52020-11-24T23:07:40ZengRU PublicationsEuropean Journal of Educational Research 2165-87142165-87142018-07-017342143010.12973/eu-jer.7.3.42112167Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and DisabilityYanko Norberto Mezquita-Hoyos0Miriam Hildegare Sanchez-Monroy1Guadalupe Elizabeth Morales-Martinez*2Ernesto Octavio Lopez-Ramirez3Maria del Roble Reyna-Gonzalez4 Autonomous University of Yucatán Technological Institute of Merida National Autonomous University of Mexico Nuevo Leon Autonomous University Nuevo Leon Autonomous University The aim of the present study was to elucidate Mexicans teachers’ attitudes toward school inclusion and disability. To achieve this goal, 119 regular education and 88 special education teachers answered The Opinions Relative to Integration of Students with Disabilities scale. Subsequent analyses revealed that attitudes to both groups were similar in terms of direction but dissimilar in magnitude factor. In addition, while the attitude structure in both samples involved three factors, these were unique to each group: Regular education teachers (Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom, Teaching Ability/Education System, Performance inside the Inclusive Classroom/Education System) and the special education teachers group (Perceived Benefits inside the Inclusive Classroom/Education System, Teaching Ability/Performance inside the Inclusive Classroom, Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom). Theoretical and applied implications of these findings are discussed in this paper. http://eu-jer.com/EU-JER_7_3_421_Yohos_etal.pdf Attitudes school inclusion students with disability regular education teacher special education teacher |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Yanko Norberto Mezquita-Hoyos Miriam Hildegare Sanchez-Monroy Guadalupe Elizabeth Morales-Martinez* Ernesto Octavio Lopez-Ramirez Maria del Roble Reyna-Gonzalez |
spellingShingle |
Yanko Norberto Mezquita-Hoyos Miriam Hildegare Sanchez-Monroy Guadalupe Elizabeth Morales-Martinez* Ernesto Octavio Lopez-Ramirez Maria del Roble Reyna-Gonzalez Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability European Journal of Educational Research Attitudes school inclusion students with disability regular education teacher special education teacher |
author_facet |
Yanko Norberto Mezquita-Hoyos Miriam Hildegare Sanchez-Monroy Guadalupe Elizabeth Morales-Martinez* Ernesto Octavio Lopez-Ramirez Maria del Roble Reyna-Gonzalez |
author_sort |
Yanko Norberto Mezquita-Hoyos |
title |
Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability |
title_short |
Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability |
title_full |
Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability |
title_fullStr |
Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability |
title_full_unstemmed |
Regular and Special Education Mexican Teachers’ Attitudes toward School Inclusion and Disability |
title_sort |
regular and special education mexican teachers’ attitudes toward school inclusion and disability |
publisher |
RU Publications |
series |
European Journal of Educational Research |
issn |
2165-8714 2165-8714 |
publishDate |
2018-07-01 |
description |
The aim of the present study was to elucidate Mexicans teachers’ attitudes toward school inclusion and disability. To achieve this goal, 119 regular education and 88 special education teachers answered The Opinions Relative to Integration of Students with Disabilities scale. Subsequent analyses revealed that attitudes to both groups were similar in terms of direction but dissimilar in magnitude factor. In addition, while the attitude structure in both samples involved three factors, these were unique to each group: Regular education teachers (Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom, Teaching Ability/Education System, Performance inside the Inclusive Classroom/Education System) and the special education teachers group (Perceived Benefits inside the Inclusive Classroom/Education System, Teaching Ability/Performance inside the Inclusive Classroom, Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom). Theoretical and applied implications of these findings are discussed in this paper. |
topic |
Attitudes school inclusion students with disability regular education teacher special education teacher |
url |
http://eu-jer.com/EU-JER_7_3_421_Yohos_etal.pdf |
work_keys_str_mv |
AT yankonorbertomezquitahoyos regularandspecialeducationmexicanteachersattitudestowardschoolinclusionanddisability AT miriamhildegaresanchezmonroy regularandspecialeducationmexicanteachersattitudestowardschoolinclusionanddisability AT guadalupeelizabethmoralesmartinez regularandspecialeducationmexicanteachersattitudestowardschoolinclusionanddisability AT ernestooctaviolopezramirez regularandspecialeducationmexicanteachersattitudestowardschoolinclusionanddisability AT mariadelroblereynagonzalez regularandspecialeducationmexicanteachersattitudestowardschoolinclusionanddisability |
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