![]() ![]() Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants’ attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. A significant difference was found between the two genders in their attitudes toward inclusion. Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. ![]() A total of 1,314 PE teachers (Mage = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. The empirical analysis of the relationship between special needs assistants and inclusive educational settings from the viewpoint of teachers was provided through the current research study. Originality/value-The research studies carried out previously have in general concentrated on developed countries regarding the presence of special needs assistants but in the context of developing countries like Pakistan, little attention is paid to teachers' viewpoints regarding the presence of special needs assistants. The results suggest that it is a call for the day that schools should include special needs assistants to promote inclusive settings in schools. In t h i s regard, increasing the sample size should be the focus of future research studies. Research limitations/implications-The data may not fully represent a generalized survey of all schools regarding a teacher's opinion about the presence of special needs assistants and inclusive educational settings. Findings-The presence of special needs assistants had significant direct effects on inclusive classroom settings indicated by the empirical results. AMOS and Smart PLS were employed for statistical analysis and hypothesis testing. For a validity test, confirmatory factor analysis was conducted to test the effect of special needs assistants in a classroom. Design/methodology/approach-It was a quantitative research study therefore, 350 survey forms were randomly sent to different inclusive and non-inclusive schools of Karachi, Pakistan, and obtained 230 reliable responses. This paper is to study the influence of special needs assistants on inclusive classroom settings and to find teachers' opinions regarding inclusive classroom settings. The major problem is that schools lack the resources particularly a very important human resource and that is the presence of special needs assistants as they can play a pivotal role in paving the way towards inclusion. Purpose-To promote inclusive education there is a need to provide all the supporting resources including material and human resources.
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