Inclusion of children with hearing impairment in schools: A survey on teachers' attitudes

Asia Pacific Disability Rehabilitation Journal

Volumn 23, Issue 3, 2012, Pages 90-111

  Prakash, Santhi S ^a  

^a Southern Regional Centre   (India)

Author keywords

Hearing impairment; Inclusive education; Teachers' attitudes

Indexed keywords

EID: 84871327579     PISSN: None     EISSN: 22115242     Source Type: Journal    
DOI: 10.5463/DCID.v23i3.117     Document Type: Article

References (40)

1. Antonak RF, Mulick JA, Kobe FH, Fiedler CR (1995). Influence of mental retardation severity and respondent characteristics on self-reported attitudes towards mental retardation and eugenics. Journal of Intellectual Disability Research; 39(4): 316-325.
2. Avramidis E, Bayliss P, Burden R (2000). A survey into mainstream teachers' attitudes towards the inclusion of children with special education needs in the ordinary school in one local education authority. Educational Psychology; 20(2): 191-212.
3. Baron-Cohen S (2003). The essential difference: Men, women and the extreme male brain.Penguin/Basic Books.
4. Cawley J, Hayden S, Cade E, Baker-Kroczynski S (2002). Including students with disabilities into the general education science classroom. Exceptional Children; 68(4): 423-435.
5. Cornoldi C, Terreni A, Scruggs TE, Mastropieri MA (1998). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education; 19(6): 350-356.
6. Cough P, Lindsay G (1991). Integration and the support service. NFER, London.
7. Diebold MH, Trentham LL (1987). Special educator predictions of regular class teacher attitudes concerning mainstreaming. Teacher Education and Special Education; 10(1): 19-25.
8. Elkins J (1998). The school context. In A. Ashman & J. Elkins (Eds.), Educating children with special needs (3rd ed., pp. 67 - 101). Sydney: Prentice Hall.
9. Forlin C (1995). Educator's beliefs about inclusive practices in Western Australia, British Journal of special Education; 22: 179-185.
10. Galis SA, Tanner CK (1995). Inclusion in elementary schools: A survey and policy analysis, Education Policy Analysis Archives; 3(15): 1- 24.
11. Grenot-Scheyer M, Jubala KA, Bishop KD, Coots JJ (1996). The inclusive classroom. Westminster: Teacher Created Materials, Inc.
12. Hammond H, Ingalls L (2003). Teachers' attitudes toward inclusion: Survey results from elementary school teachers in three southwestern rural school districts. Rural Special Education Quarterly; 22(2): 24-30.
13. Harvey DHP (1985). Mainstreaming: teachers' attitudes when they have no choice about the matter. Exceptional Children; 32: 163-173.
14. Hodge SR, Jansma P (2000). Physical education majors' attitudes towards teaching students with disabilities. Teacher Education and Special Education; 23(3): 211-224.
15. Horne MD (1983). Attitudes of elementary classroom teachers toward mainstreaming. The Exceptional Child; 30: 93-97.
16. Jobe D, Rust JO, Brissie J (1996). Teacher attitudes toward inclusion of students with disabilities into regular classrooms, Education; 117 (1): 148-154.
17. Knight BA (1999). Towards inclusion of students with special educational needs in the regular classroom. Support for Learning; 14(1): 3-7.
18. Kuester VM (2000). 10 Years on: Have teacher attitudes toward the inclusion of students with disabilities changed? Paper presented at the ISEC 2000, London.
19. Lampropoulou V, Padelliadu S (1997). Teachers of the deaf as compared with other groups of teachers: Attitudes towards people with disability and inclusion. American Annals of the Deaf; 142(1): 2633.
20. LeRoy B, Simpson C (1996). Improving students' outcomes through inclusive education. Support for Learning; 11(1): 32-36.
21. Lewis RB, Doorlag DH (2003). Teaching special students in general education classrooms (6th ed.). New Jersey: Merrill Prentice Hall.
22. Leyser Y, Tappendorf K (2001). Are attitudes and practices regarding mainstreaming changing? A case of teachers in two rural school districts. Education; 121(4): 751-760.
23. McCain KG, Antia SD (2005). Academic and social status of hearing, deaf, and hard of hearing students participating in a co-enrolled classroom. Communication Disorders Quarterly; 27(1): 20-32.
24. Ministry of Human Resources Development (MHRD). Annual Report 2002-2003. New Delhi: GOI.
25. Myles BS, Simpson RL (1989). Regular educators' modification preferences for mainstreaming mildly handicapped children. The Journal of Special Education; 22 (4): 479-89.
26. National Policy on Education (1986). HRD Ministry retrieved from http://www.education.nic.in/policy/npe86-mod92.pdf.
27. NSSO (2002). Disabled persons in India. Retrieved from htpp://www.disabilityindia.org.
28. Pearman EL, Huang AM, Barnhart MW, Mellblom C (1992). Educating all students in school: Attitudes and beliefs about inclusion. Education and Training in Mental Retardation; 27: 176-182.
29. Peterson M, Hittie M (2003). Inclusive teaching: Creating effective schools for all learners. Boston: Allyn and Bacon.
30. Rose R, Cole C (2002). Special and mainstream school collaboration for the promotion of inclusion. Journal of Research in Special Educational Needs; 2(2): 1-17.
31. Salend SJ (2001). Creating inclusive classrooms: effective and reflective classrooms (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
32. Salend SJ (2005). Creating inclusive classrooms: Effective and reflective practices for all students (54th ed.). New Jersey: Pearson-Merrill Prentice Hall.
33. Sideridis GD, Chandler JP (1996). Comparison of attitudes of teachers of physical and musical education towards inclusion of children with disabilities. Psychological Reports; 78(3): 768-771.
34. Smith S (2004). IDEA 2004: Individuals with disabilities education improvement act: A parent handbook for school age children with learning disabilities: Author House.
35. Stoler RD (1992). Perceptions of regular education teachers toward inclusion of all handicapped students in their classrooms. The Clearing House; 66(1): 60-62.
36. Tesfaye A (2005). The attitudes of special and regular class teachers towards the inclusion of individuals with mental retardation. Unpublished Master's Thesis. Addis Ababa. AAU press.
37. United Nations Educational, Scientific and Cultural Organisation (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
38. Van Reusen AK, Shoho AR, Barker K S (2001). High school teacher attitudes towards inclusion. The High School Journal; 84(2): 7-17.
39. Villa R, Thousand J, Meyers H, Nevin A (1996). Teacher and administrator perceptions of heterogeneous education. Exceptional Children; 63(1): 29-51.
40. Zambelli F, Bonni R (2004). Beliefs of teachers in Italian schools concerning the inclusion of disabled students: A Q-sort analysis. European Journal of Special Needs Education; 19(3): 351-364.