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Attitude towards inclusion: an important factor in implementing inclusive education

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2016
Attitude_towards_inclusion_2016.pdf (1.765Mb)
Authors
Riccarda Kiswarday, Vanja
Štemberger, Tina
Contributors
Gutvajn, Nikoleta
Vujačić, Milja
Book part (Published version)
Metadata
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Abstract
In the paper Attitude towards inclusion: an important factor in implementing inclusive education, Vanja Riccarda Kiswarday and Tina Štemberger focused on preschool teachers’ inclusive competences. The research, in which 124 preschool teachers were included, aims to establish how they value and assess their competences for inclusion, whereby competences are understood on three levels: attitude, knowledge, and skills. The authors also checked whether preschool teachers with longer work experience and those who had attended in-service training for inclusive settings assessed their inclusive competences higher than others with less experience did. The survey results indicate that preschool teachers see themselves quite competent for work in inclusive settings – they rated themselves high in all three dimensions of inclusive competences. It turned out that there are differences in the assessment of skills and knowledge: teachers with 10 - 20 years of service rated these dimensions... higher, but no difference could be noticed between teachers in relation to inservice training for inclusive settings.

Keywords:
inclusive education / preschool teachers
Source:
Challenges and perspectives of inclusive education, 2016, 77-88
Publisher:
  • Belgrade : Institute for Educational Research
  • Belgrade : Faculty of Teacher Education
  • Volgograd : Volgograd State Socio-Pedagogical University
Funding / projects:
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
Note:
  • Collection name : Library „PEDAGOŠKA TEORIJA I PRAKSA” 42

ISBN: 978-86-7447-128-9

[ Google Scholar ]
URI
http://ipir.ipisr.org.rs/handle/123456789/639
Collections
  • Biblioteka "Pedagoška teorija i praksa"
Institution/Community
IPI
TY  - CHAP
AU  - Riccarda Kiswarday, Vanja
AU  - Štemberger, Tina
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/639
AB  - In the paper Attitude towards inclusion: an important factor in implementing inclusive
education, Vanja Riccarda Kiswarday and Tina Štemberger focused on preschool teachers’ inclusive
competences. The research, in which 124 preschool teachers were included, aims to establish how
they value and assess their competences for inclusion, whereby competences are understood on
three levels: attitude, knowledge, and skills. The authors also checked whether preschool teachers
with longer work experience and those who had attended in-service training for inclusive settings
assessed their inclusive competences higher than others with less experience did. The survey results
indicate that preschool teachers see themselves quite competent for work in inclusive settings – they
rated themselves high in all three dimensions of inclusive competences. It turned out that there are
differences in the assessment of skills and knowledge: teachers with 10 - 20 years of service rated
these dimensions higher, but no difference could be noticed between teachers in relation to inservice
training for inclusive settings.
PB  - Belgrade : Institute for Educational Research
PB  - Belgrade : Faculty of Teacher Education
PB  - Volgograd : Volgograd State Socio-Pedagogical University
T2  - Challenges and perspectives of inclusive education
T1  - Attitude towards inclusion: an important factor in implementing inclusive education
EP  - 88
SP  - 77
ER  - 
@inbook{
author = "Riccarda Kiswarday, Vanja and Štemberger, Tina",
year = "2016",
abstract = "In the paper Attitude towards inclusion: an important factor in implementing inclusive
education, Vanja Riccarda Kiswarday and Tina Štemberger focused on preschool teachers’ inclusive
competences. The research, in which 124 preschool teachers were included, aims to establish how
they value and assess their competences for inclusion, whereby competences are understood on
three levels: attitude, knowledge, and skills. The authors also checked whether preschool teachers
with longer work experience and those who had attended in-service training for inclusive settings
assessed their inclusive competences higher than others with less experience did. The survey results
indicate that preschool teachers see themselves quite competent for work in inclusive settings – they
rated themselves high in all three dimensions of inclusive competences. It turned out that there are
differences in the assessment of skills and knowledge: teachers with 10 - 20 years of service rated
these dimensions higher, but no difference could be noticed between teachers in relation to inservice
training for inclusive settings.",
publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University",
journal = "Challenges and perspectives of inclusive education",
booktitle = "Attitude towards inclusion: an important factor in implementing inclusive education",
pages = "88-77"
}
Riccarda Kiswarday, V.,& Štemberger, T.. (2016). Attitude towards inclusion: an important factor in implementing inclusive education. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 77-88.
Riccarda Kiswarday V, Štemberger T. Attitude towards inclusion: an important factor in implementing inclusive education. in Challenges and perspectives of inclusive education. 2016;:77-88..
Riccarda Kiswarday, Vanja, Štemberger, Tina, "Attitude towards inclusion: an important factor in implementing inclusive education" in Challenges and perspectives of inclusive education (2016):77-88.

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