自從全民教育（EFA）出現(xiàn)以及強調融合教育以來,在馬拉維利隆圭的兒童早期發(fā)展中心,常規(guī)教室里特殊需要學習者不再令人震驚。融合教育是否成功取決于老師和他們持有的態(tài)度是促進還是抑制對孩子的教育。本研究的首要目的是確定教師對殘疾兒童的一般態(tài)度,以及它是如何受教師教育資格水平,與特殊需求相關的課程數(shù)量,培訓需求,支持需要,包括特殊需要兒童在內(nèi)的年限影響的。這項研究想進一步發(fā)現(xiàn),教過特殊兒童的教師和沒有這一經(jīng)驗的教師在態(tài)度上是否有顯著性差異。本研究采用定量研究設計。利隆圭馬拉維幼兒發(fā)展中心共有88名教師參加了這項研究。本研究使用SPSS 23版本進行數(shù)據(jù)分析,其中包括描述性統(tǒng)計,相關分析和t檢驗。結果表明,教師對中立態(tài)度持適度積極態(tài)度。目前的研究還提供證據(jù)表明,教師的態(tài)度和對培訓的需求、支持和教師學過的與特殊需要教育相關的課程數(shù)量之間存在著密切的關系。教過特殊需求兒童的教師的態(tài)度與沒有教過特殊需求兒童的教師的態(tài)度沒有統(tǒng)計學差異。結果顯示,雖然融合教育正在實施,但它的成功是值得推敲的。它進一步表明,特殊需要學習者的教育取得成功需要受過良好培訓的教師和環(huán)境支持。任何特殊需求教育的重大變化都會引起教師... 

【文章來源】：華中師范大學湖北省 211工程院校 教育部直屬院校

【文章頁數(shù)】：70 頁

【學位級別】：碩士

【文章目錄】：
Dedication
Acknowledgements
摘要
Abstract
List of Acronyms
Chapter 1. Introduction
    1.1 Background
    1.2 Statement of the problem
    1.3 Purpose of the study
    1.4 Significance of the study
    1.5 Definition of terms
    1.6 Organization of the study
Chapter 2. Literature review
    2.1 Social model of disability
    2.2 Early childhood education and children with disability
    2.3 Teacher attitude towards inclusion of children with disability
    2.4 Factors affecting teachers attitude
        2.4.1 Training and education qualification
        2.4.2 Perceived support
        2.4.3 Experience of contact with special need
        2.4.4 Years of teaching experience and teacher attitude
        2.4.5 Summary
Chapter 3. Methodology
    3.1 Research design
    3.2 Participants
    3.3 Research instrument
    3.4 Research procedure
Chapter 4. Results
    4.1 Demographic statistics of respondents
    4.2 Teachers general attitude towards children with special needs in regularclassroom
    4.3 Factors relating to teachers attitude towards children with disability
        4.3.1 Correlation between general attitude and teacher educationqualification
        4.3.2 Relationship between attitude and special education course
        4.3.3 Attitude and years teaching special need learners
        4.3.4 Relationship between teachers attitude and need for training
        4.3.5 Teacher attitude and need for support
    4.4 Differences in teachers' attitude
    4.5 Other findings related to teachers attitude
        4.5.1 Factors affecting teachers attitude
        4.5.2 Child disability related factors
        4.5.3 Lack of training and skills
        4.5.4 Support related factors
        4.5.5 Significant challenges faced by teachers when handling special needs
    4.6 Summary
Chapter 5 Discussion
    5.1 Teachers attitude and children with disability
    5.2 Factors affecting teachers attitude
        5.2.1 Education qualification
        5.2.2 Need for training
        5.2.3 Supporting early childhood teachers
        5.2.4 Attitude and years of including special need learners
    5.3 Including special need learners
    5.4 Summary
    5.5 Recommendations
    5.6 Limitations of the study
    5.7 Suggestions for further research
Reference
Appendix A
Appendix B
Appendix C



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