Optimizing Inclusive Learning Environments: Insights from Public School Educators

Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 20, Issue 3

Abstract

Inclusive education is vital for creating a nurturing learning environment for students with disabilities, but disparities in attitudes and practices among school administrators can hinder its effective implementation. This study explores the attitudes of school administrators and teachers toward inclusion across three dimensions: resources, training, and general attitudes. Emphasizing the need for alignment, the study proposes a targeted training program to guide educators in optimizing teaching for students with special needs. The study assesses the acceptability of this training initiative, aiming for a unified approach to inclusive education. In a quantitative, non-experimental study, 343 public school administrators and 5040 teachers were surveyed using a carefully tailored instrument with high reliability (Cronbach's alpha = 0.93). Data analysis employing an average weighted mean and a t-test reveals a significant difference in attitudes between teachers and administrators. A proposed training program aligning with the Minnesota Department of Education's mission is informed by these findings. Table 6 confirms high acceptability among participants, substantiating the program's feasibility and potential positive impact on inclusive education practices in public schools. Collectively, Tables 3, 4, 5, and 6 provide a comprehensive snapshot of attitudes, perceptions, and responses toward inclusive education. Public school teachers exhibit a generally positive inclination toward inclusion, while administrators strongly support inclusive education principles. However, Table 5 signals a significant difference between teacher and administrator attitudes, necessitating alignment. Table 6 underscores the proposed training program's high acceptability, emphasizing the importance of addressing attitude discrepancies and implementing targeted training for a unified and effective approach to inclusive education in schools.

Authors and Affiliations

Lorenza Gigante

Keywords

Related Articles

Teachers’ Perceived Effectiveness of the Implementation of Inclusive Education and Pupils’ Academic Performance

This study examined the relationship between teachers’ perceived effectiveness in implementing inclusive education and the academic performance of pupils with special needs at Bugo Central School, Cagayan de Oro City, du...

A Quantitative Study on the Strategies used by Grade Three Students in Learning English Language

The study determined the language learning strategies of grade 3 students when the data are grouped according to gender and educational program. Research has repeatedly demonstrated that using these strategies can improv...

Emotional Intelligence and Mental Health of Senior High School Students: A Correlational Study

Mental health among students is one of the major concerns amidst the pandemic. Employing a correlational design, this study investigates the relationship between emotional intelligence and mental health among 152 senior...

Implementation of Learning Skills and Academic Performance of Senior High School Students in the Second District in the Province Of Bohol

The main objective of this study is to evaluate the implementation of learning skills in relation to students' academic performance in reading and analyzing different texts for research among grade 11 senior high school...

Understanding the Experiences of the Quadragenarian Learners of Alternative Learning System (ALS) in Last-Mile Schools

This phenomenological research explored second-chance education during the pandemic. The study tackled the unique experiences of quadragenarian learners (those in their 40s) who participated in the Alternative Learning S...

Download PDF file
  • EP ID EP760601
  • DOI doi: 10.5281/zenodo.11302999
  • Views 54
  • Downloads 0

How To Cite

Lorenza Gigante (2024). Optimizing Inclusive Learning Environments: Insights from Public School Educators. Psychology and Education: A Multidisciplinary Journal, 20(3), -. https://www.europub.co.uk/articles/-A-760601