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dc.contributor.advisorSavolainen, Hannu
dc.contributor.authorAlaverdyan, Vahan
dc.date.accessioned2018-06-20T07:13:23Z
dc.date.available2018-06-20T07:13:23Z
dc.date.issued2018
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/58635
dc.description.abstractThe concept and practices of inclusive education have been spreading worldwide for over two decades, pushing governments to adopt child-centered policies and consider basic school education as a fundamental human right for all children. This movement has created mixed attitudes and problematic perceptions among teachers who have to teach children in special needs education. Transitioning from a dual school system to an inclusive one is an ongoing process in the Republic of Armenia and the aim of the current study is to understand the Armenian teachers’ overall attitudes towards inclusive education and their self-efficacy for inclusive practices. А quantitative study was conducted to understand teachers’ attitudes and self-efficacy towards inclusive education. The data was collected from 187 in-service teachers from 11 mainstream schools. The respondents completed a questionnaire on their Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale (Forlin, Earle, Loreman & Sharma, 2011) and the Teacher Efficacy for Inclusive Practices (TEIP) scale (Sharma, Loreman, and Forlin, 2011). The analysis revealed that the Armenian teachers’ attitude formation depends on different factors. For example, the higher the level of the inclusive education training was, the more positive were the attitudes. Also, the teachers’ sentiments towards direct contact with children with disabilities were higher than concerns and attitudes. The data also indicated that the teachers’ level of concerns with including learners with disabilities in their classes was mostly dependent on how they felt about implementing the inclusive practices.en
dc.format.extent44
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subject.otherefficacy
dc.subject.otherArmenia
dc.titleUnderstanding attitudes and self-efficacy of in-service teachers and professionals towards inclusive education in the Republic of Armenia
dc.identifier.urnURN:NBN:fi:jyu-201806203271
dc.type.ontasotPro gradu -tutkielmafi
dc.type.ontasotMaster’s thesisen
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.type.publicationmasterThesis
dc.contributor.oppiainekoodi102
dc.subject.ysoerityislapset
dc.subject.ysoasenteet
dc.subject.ysokoulutus
dc.subject.ysovammaiset
dc.subject.ysoopettajat
dc.subject.ysoinkluusio
dc.subject.ysouudistukset
dc.subject.ysochildren with special needs
dc.subject.ysoattitudes
dc.subject.ysoeducation and training
dc.subject.ysodisabled people
dc.subject.ysoteachers
dc.subject.ysoinclusion
dc.subject.ysoreforms
dc.format.contentfulltext
dc.type.okmG2


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