Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools

dc.creator	Jablan Branka
dc.creator	Jolić-Marjanović Zorana
dc.creator	Grbović Aleksandra
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:37Z
dc.date.available	2015-07-20T22:13:37Z
dc.identifier	10.2298/ZIPI1101122J
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/d5344da5b3684d078e70e4b61b5d8483
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16162
dc.description	As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a) the problems the children with impaired vision are facing in regular school; (b) readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA) suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students’ fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2011/0579-64311101122J.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 43, Iss 1, Pp 122-138 (2011)
dc.subject	inclusion
dc.subject	teacher experience and training
dc.subject	children with impaired vision
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools
dc.type	article