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Teacher attitudes in Italy after 40 years of inclusion
British Journal of Special Education Pub Date : 2019-08-19 , DOI: 10.1111/1467-8578.12286 Timo Saloviita , Simone Consegnati
British Journal of Special Education Pub Date : 2019-08-19 , DOI: 10.1111/1467-8578.12286 Timo Saloviita , Simone Consegnati
In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. This study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected from 153 basic school teachers using the Teachers' Attitudes towards Inclusion Scale (TAIS). The results indicate that the Italian teachers had a high level of commitment to inclusive education. Approximately 90% of the respondents agreed that students with special educational needs should be educated in mainstream classrooms, and only 7% felt that they should be transferred to special education classrooms instead. To improve the quality of inclusive education, the teachers most frequently mentioned the need for more in-service training, smaller class sizes, and additional help from support teachers and therapists in the classroom.
中文翻译:
融入40年后意大利的老师态度
1977年,意大利通过了一项政策,将残疾学生完全纳入主流教室。这项研究调查了改革后40年意大利教师对全纳教育的态度。数据是根据153位基础教师的教师对包容性的态度量表(TAIS)收集的。结果表明,意大利教师对全纳教育的承诺很高。大约90%的受访者同意,应将具有特殊教育需求的学生在主流教室里接受教育,只有7%的受访者认为,他们应该转入特殊教育教室。为了提高全纳教育的质量,教师最常提到需要更多的在职培训,较小的班级规模,
更新日期:2019-08-19
中文翻译:
融入40年后意大利的老师态度
1977年,意大利通过了一项政策,将残疾学生完全纳入主流教室。这项研究调查了改革后40年意大利教师对全纳教育的态度。数据是根据153位基础教师的教师对包容性的态度量表(TAIS)收集的。结果表明,意大利教师对全纳教育的承诺很高。大约90%的受访者同意,应将具有特殊教育需求的学生在主流教室里接受教育,只有7%的受访者认为,他们应该转入特殊教育教室。为了提高全纳教育的质量,教师最常提到需要更多的在职培训,较小的班级规模,