Teacher Attitudes Towards the School Integration of Students With Special Educational Needs

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Author(s): Bradea Adela (University of Oradea, Romania)and Blandul Valentin (University of Oradea, Romania)
Copyright: 2020
Pages: 19
Source title: Analyzing Paradigms Used in Education and Educational Psychology
Source Author(s)/Editor(s): Victorița Trif (University of Bucharest, Romania)
DOI: 10.4018/978-1-7998-1427-6.ch008

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Psychology / Social Sciences & Humanities

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Abstract

In recent decades, the issue of integrating students with SEN in mainstream education has been the focus of both educationalists and teachers from Romania. In this respect, integrated education means the form of schooling in which students with SEN are taught in mainstream education, while inclusive education assumes that schools adjust themselves to the psycho-individual particularities of each student, whether or not they have certain disabilities. Unfortunately, teachers and other educational agents are not always prepared to accept and meet the needs of a student with disabilities. Thus, the aim of this research was to identify the attitude of teachers towards the integration of students with SEN in the mainstream education of Bihor county, Romania. The results show that both society and a large part of the school staff ignore the issue of people with disabilities, preferring a superficial involvement, which restricts itself mainly to the administrative aspect instead of developing quality interpersonal relationships between non-disabled students and those with SEN.

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Teacher Attitudes Towards the School Integration of Students With Special Educational Needs

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