Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools
The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings a...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2017
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| Online Access: | https://eprints.nottingham.ac.uk/44620/ |
| _version_ | 1848796958999707648 |
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| author | Amaireh, Saleem |
| author_facet | Amaireh, Saleem |
| author_sort | Amaireh, Saleem |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings and behaviour. The results of the questionnaire revealed that ordinary teachers in Jordan hold relatively neutral views towards inclusive education. Several variables are found which relate to teachers’ attitudes; including training, experience of inclusive education and the type of disability.
The qualitative phase of the project involves a series of semi-structured interviews with nineteen teachers to explore their understanding, concerns and suggestions for improvement, regarding inclusive education. Findings suggest that although teachers are not against inclusion per se, they express concerns about implementation. Most teachers perceive they are unprepared and appear to need to be told ‘how to be’ inclusive.
A number of recommendations are made, these include: promoting a more positive attitude towards inclusion amongst the teaching profession, improving pre- and- in service training and support, and extending the role of resource rooms as provision for children with SEN. |
| first_indexed | 2025-11-14T19:56:15Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-44620 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:56:15Z |
| publishDate | 2017 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-446202025-02-28T11:58:09Z https://eprints.nottingham.ac.uk/44620/ Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools Amaireh, Saleem The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings and behaviour. The results of the questionnaire revealed that ordinary teachers in Jordan hold relatively neutral views towards inclusive education. Several variables are found which relate to teachers’ attitudes; including training, experience of inclusive education and the type of disability. The qualitative phase of the project involves a series of semi-structured interviews with nineteen teachers to explore their understanding, concerns and suggestions for improvement, regarding inclusive education. Findings suggest that although teachers are not against inclusion per se, they express concerns about implementation. Most teachers perceive they are unprepared and appear to need to be told ‘how to be’ inclusive. A number of recommendations are made, these include: promoting a more positive attitude towards inclusion amongst the teaching profession, improving pre- and- in service training and support, and extending the role of resource rooms as provision for children with SEN. 2017-12-13 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/44620/1/Saleem%20-Coreccted%20PhD%20Thesis%20-Uploaded%20%281%29%20%281%29.pdf Amaireh, Saleem (2017) Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools. PhD thesis, University of Nottingham. Education Jordan Special education Children with disabilities Teachers' attitudes |
| spellingShingle | Education Jordan Special education Children with disabilities Teachers' attitudes Amaireh, Saleem Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools |
| title | Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools |
| title_full | Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools |
| title_fullStr | Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools |
| title_full_unstemmed | Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools |
| title_short | Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools |
| title_sort | teachers' attitudes towards the inclusion of children with special educational needs in jordanian ordinary schools |
| topic | Education Jordan Special education Children with disabilities Teachers' attitudes |
| url | https://eprints.nottingham.ac.uk/44620/ |