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Personal conceptions and attitudes of teachers and special education teachers towards working with pupils with special needs

Petra Podlogar (2015) Personal conceptions and attitudes of teachers and special education teachers towards working with pupils with special needs. Diploma thesis.

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    Abstract

    In this diploma the main research is on personal conceptions and attitudes of teachers and special education teachers towards working with pupils with special needs in primary schools. In the introduction, I identified the personal conceptions and attitudes, described the basic dimensions of teamwork and indicated some of the characteristics of integration. In the research, I assessed personal conceptions and attitudes that teachers and special education teachers have on various aspects of working with pupils with special needs in primary schools; about teamwork, on extra professional support, integration, roles etc. The research sample included 53 special education teachers and 50 teachers of primary education and lower secundary teachers. I entered the survey results into the personal computer. I processed the closed questions by the statistical program SPSS and the opened questions with the descriptive statistics. I discovered that there are significant differences in attitudes towards teamwork between teachers and special education teachers, as special education teachers surveyed to be more inclined to participation and have more positive attitude about teamwork. However I found that both, teachers and special education teachers, have appropriate personal conceptions of teamwork. They deem that most important aspects of teamwork are regular communication, teamwork joint meetings and expert support among team members. I found out that special education teachers have more positive attitude towards extra professional support as other teachers. The analysis of teachers' and special education teachers' personal conceptions showed, that special education teachers have more appropriate personal conceptions, as they described extra professional support as a help for the pupil to overcome the deficits, obstacles and interruptions while teachers identify it as an assistance in discussing subject matters and even equate it with the supplementary lessons. Special education teachers have more positive views about the integration of pupils with special needs into the regular curriculum of regular primary school than teachers. The results of the analysis of personal conceptions about integration of pupils with special needs in regular primary schools showed, that both teachers and special education teachers support the integration, but under certain conditions. Furthermore, teachers and special education teachers have professionally appropriate personal conceptions on the integration of pupils with special needs in regular primary schools. The survey also showed that teachers have a professionally less adequate conception of the role of special education teacher in the school, because they believe that their main task is encouraging the pupil while they do not connect his role with helping the pupil to overcome his deficits. However, personal conceptions of teachers and special education teachers about the role of a teacher in teaching pupils with special needs are professionally adequate and similar.

    Item Type: Thesis (Diploma thesis)
    Keywords: personal conceptions, attitudes, special education teachers, class teachers, subject teachers, team work, extra professional support, integration, roles
    Number of Pages: 123
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Alenka PolakMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10747465)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 3159
    Date Deposited: 13 Oct 2015 09:31
    Last Modified: 13 Oct 2015 09:31
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3159

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