Teacher Attitudes Towards Inclusion

In summary, research should be conducted in a comprehensive attitude that can be promoted through teacher education in all aspects related to inclusion, including improved administrative support, cooperative education, support from special education teachers and quasi-professional staff, and sufficient funds It shows positive change. (DeSimone and Parmar, 2006; Daane et al., 2008; Elliot, 2008; Gurgur & Uzuner, 2010; Jung, 2007) as well as time for adjustment, revision and planning.

However, teachers have concerns about inclusiveness and many studies have found that teachers are not particularly positive about inclusiveness (Ellins & Porter, 2005). In addition, they expressed concerns about lack of comprehensive preparation and teaching all learners (Forlin, 2001). However, in environments that encourage teachers to try a series of instructional strategies, they report that they know more than they think, and in most cases the children will learn in the same way . Some kids may need additional support, but teachers do not distinguish "need" of special needs when planning such support (Florian & Rouse, 2001). Many teachers have reported that they do not believe they can teach such children, but their confidence and educational strategy has evolved over time. This indicates that teachers can acquire comprehensive knowledge and a positive attitude by "doing this".

Several studies of teacher's attitude towards inclusive educational practice have concluded that teachers with years of experience are more passive to a more comprehensive attitude than teachers with less educational experience. The study completely opposed these studies. Conversely, the attitude towards inclusive education by educational experience, teacher support grew at the early career (6-25 years), but steadily declined after 30 years guidance, F (6,340) = 4.08, and Ƞ 2 = 0.067. A teacher with more than 31 years of educational experience will need more specialized support and motivation if these results indicate that teacher's motivation to comprehensive classroom is declining after 30 years is. Research on Cameroon's inclusive education and special education consistently shows that technical and teaching aid support for teachers is inadequate.

Teacher's comprehensive view on pilot inclusive education program: implications for guidance guidance