Study of the Conditions for the Formation of Social Attitudes of Teachers to Inclusive Education and Children with Disabilities in Foreign Scientific Journals
The purpose of this article is to consider the foreign experience of studying the conditions for the formation of social attitudes. The article covers the problem of studying conditions for the formation of teaches' attitude to inclusive education. The offered data show the importance of the research as teachers are social and psychological phenomena reflecting a unified motivational system of professional activity and affecting its efficiency. There is a lack of works on studying the attitude of teachers to inclusive education in Russia's science. Successful implementation of inclusive education in Russia and influence on the teacher's social attitudes requires consideration of foreign experience. The article presents the analysis of the research of such international journals as “European Journal of Special Needs Education”, “International Journal of Special Education” and “International Journal of Inclusive Education”, published from 2002 to 2018. The articles reflect the studies of attitudes of teachers in 24 countries of the world. The author reviews the articles which study the conditions that affect teachers' social attitudes to inclusive education: teaching experience, age of teachers, counseling, additional education, support from the management, and, government policy. Promising areas of research have been identified: the influence of the media on the attitudes of teachers, as well as the influence of the attitude of parents of children with disabilities and parents of children with regulatory development to inclusive education, and the influence of the attitude of students of inclusive classes towards children with disabilities.
1. European Journal of Special Needs Education. Available at: http://www.informaworld.com/openurl?genre=journal&issn=08856257 (accessed 25 December 2018).
2. International Journal of Inclusive Education. Available at: http://www.informaworld.com/openurl?genre=journal-&issn=13603116 (accessed 25 December 2018).
3. International Journal of Special Education. Available at: http://www.internationalsped.com (accessed 25 December 2018).
4. Forlin C., Loreman T., Sharma U., Earle C. Demographic Differences in Changing Pre-Service Teachers’ Attitudes, Sentiments and Concerns about Inclusive Education. International Journal of Inclusive Education, 2009, vol. 13, no. 2, pp. 195–209.
5. Center Y., Ward J. Teachers’ Attitudes Towards the Integration of Disabled Children into Regular Schools. Exceptional Child, 1987, no. 34, pp. 41–56.
6. Avramidis E., Kalyva E. The Infl uence of Teaching Experience and Professional Development on Greek Teachers’ Attitudes Towards Inclusion. European Journal of Special Needs Education, 2007, vol. 22, no. 4, pp. 367–389.
7. Avramidis E., Norwich B. Teachers’ Attitudes Towards Integration / Inclusion: a Review of the Literature. European Journal of Special Needs Education, 2002, vol. 17, no. 2, pp. 129–147.
8. Rakap S., Kaczmarek L. Teachers’ Attitudes Towards Inclusion in Turkey. European Journal of Special Needs Education, 2010, vol. 25, no. 1, pp. 59–75.
9. Kim J. Infl uence of Teacher Preparation Programmes on Preservice Teachers’ Attitudes Toward Inclusion. International Journal of Inclusive Education, 2011, vol.15, no. 3, pp. 355–377.
10. Koutrouba K., Vamvakari M., Steliou M. Factors Correlated with Teachers’ Attitudes Towards the Inclusion of Students with Special Educational Needs in Cyprus. European Journal of Special Needs Education, 2006, vol. 21, no. 4, pp. 381–394.
11. Jerlinder K., Danermark B., Gill P. Swedish Primary-School Teachers’ Attitudes to Inclusion – the Case of PE and Pupils with Physical Disabilities. European Journal of Special Needs Education, 2010, vol. 25, no. 1, pp. 45–57.
12. Lifshitz H., Glaubman R., Issawi R. Attitudes Towards Inclusion: The Case of Israeli and Palestinian Regular and Special Education Teachers. European Journal of Special Needs Education, 2002, vol. 19, no. 2, pp. 171–190.