Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh

This paper presents an overview of a study conducted to examine the influence of teacher attitudes, teacher efficacy and perceived school support on teachers’ intentions to include students with disabilities in government primary schools in a region of Bangladesh. All of the variables were conceptualized within the Theory of Planned Behaviour. The participants in the study were 1387 in-service teachers drawn from government primary schools located in urban, semi-urban and rural sectors of Dhaka. Hierarchical regression analysis revealed that all three Theory of Planned Behaviour variables (teacher attitudes, teacher efficacy and perceived school support) explained 40% of the variance in teachers’ intentions to include students with a disability in regular classrooms. This paper describes the process for conceptualizing the variables, discusses the methodology and presents the outcomes concluding with implications for educational policy reform and practices in Bangladesh. Areas for further research are also identified.     

Perspectives of inclusive education in Russia

This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students’ identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.     

Re‐Forming the School: Taking Swedish Lessons

In the context of government decentralisation and integration of services, over the last 15 years Sweden has been developing an all‐day school based on inter‐professional teamworking and adopting a holistic approach to working with children. The article describes these recent educational reforms in Sweden, which have sought to re‐structure the school and develop new ways of working, offers some evaluative comments on this process and considers possible implications of these reforms for other countries. It compares Swedish school reforms with recent English policy developments intended to make ‘extended schools’ a universal provision by 2010.     

Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout

ABSTRACT

There is a growing number of ethnically and culturally diverse students in Dutch junior vocational high schools. This article examines teachers’ multicultural attitudes, their perceptions of cultural diversity related to school policy and school climate, and the chance of general and diversity-related burnout. The present research also characterises teachers in terms of their multicultural attitudes and perceptions of school policy and climate through cluster analysis. Results are based on questionnaire data of 120 teachers, working at five locations of a multicultural junior vocational high school in a highly urbanised part of the Netherlands. Correlational, regression, and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorised as assimilationist in attitude and who perceived their school as pluralistic. Teachers could be divided into three types of profiles: (1) relative assimilative attitude, (2) no pronounced assimilative attitude, and (3) moderate assimilative attitude. Teachers with the second profile showed the highest chance for burnout.     

Issues in the integration of religious education and worldviews education in an intercultural context

ABSTRACT

The Council of Europe’s 2008 ‘Recommendation’ advocates the study of ‘non-religious convictions’ in schools in addition to religions. In 2018, there is evidence of growing academic interest in the inclusion of non-religious worldviews in the school curriculum, but few European countries include such a study within religious education. The guidance document, Signposts, recognises that the integration of religions and non-religious worldviews is problematic for policy makers, teacher trainers and schools and that there is a need for further research. Norway and England are at significant but different stages in the process of integration. This article presents a comparative study which draws on the findings of research in both countries which has investigated the process at classroom and policy levels, and issues raised by this. Four issues are explored: practical challenges; differing understandings of the concept of worldviews; the inclusion of non-religious worldviews as a political issue and influences on the selection of worldviews. The article concludes with a discussion of issues and findings within a supranational context and makes recommendations which highlight the value of integration and the need for both contextual studies and further comparative research.     

Changing Attitudes to Disabled People in the Scout Association in Britain (1908-62): a contribution to a history of disability

This paper suggests that an historical analysis of attitudes to disabled people is an important but neglected area of study. Attitudes to disabled people will change over time and policy makers within organisations and the general public will be influenced by a variety of social factors. Governmental policies and legislation may prove of minor influence or trigger unexpected change in organisational attitudes. An examination of policy in the disability section of the Scout Association and its approach to disabled scouts illustrates the complexity of influences on organisational policy over time. Documentary evidence suggests that the Association was promoting integration of disabled scouts into the wider organisation during the inter war period when national policies promoted segregation. However in 1959, when major segregative legislation was repealed, there was a change of policy to exclude a particular group of disabled people-that is people with learning difficulties-from full membership.     

PUBLIC OPINION AND THE END OF BUSING: (Mis) Perceptions of Policy Failure

Public opinion was largely ignored when the federal government first compelled busing for school desegregation in the 1970s. Yet, public opinion has a potentially large impact on local school boards' plans and policies when communities seek or obtain unitary status. Scholarship suggests that self-interest, racial attitudes, and philosophical values shape antibusing sentiments. Analysis of survey data from Nashville, Tennessee, shows that they do there as well. More important, though, further analysis shows that perceptions of busing's failure, which seem to be misguided, have a substantial impact on whether respondents want busing to end, even when race, self-interest, and ideological values are controlled. Perception, as mis-perception, is therefore a potentially salient factor in policy evaluation. Perceptions of policy success or failure may be socially constructed by media, elites, or people themselves. Additional research in this direction is clearly necessary.     

Exploring the Contextual Determinants of Individual Attitudes toward Immigrants and Criminal Activity and their Spillover Policy Implications

Immigrants are routinely tied to a range of social problems in the policy making process in the US political system. Little is known however about the extent to which citizens hold attitudes that connect immigrants to particular social problems and whether these attitudes spill over to influence citizens’ preferences toward specific public policy alternatives that might appear to be largely independent of immigrants and immigration. Investigating the nexus between immigration and crime, we ask how Anglo whites’ contextual environments influence their propensity to link immigrants to a salient social pathology like crime. Results show that whites living in states where immigrant populations have increased most dramatically and in states with lower socioeconomic characteristics are more likely to associate immigration with increased criminal activity. Whites’ attitudes toward immigration‐induced crime has important spillover implications to the larger public policy making process as whites who view immigrants as a cause of criminal activity are more likely to support tougher criminal sentencing and the death penalty.     

African-American attitudes towards United States immigration policy

In the growing US debate over immigration policy since the 1980s, it is often argued that immigration must be restricted in order to protect Black Americans from competition with newly arrived immigrants. Findings are reported upon Black Americans' attitudes toward immigration policy. An extensive review of more than 50 Black newspapers and magazines, from January 1994 to June 1996, uncovered attitudes both in favor of and against restricting immigration. The majority of articles in the Black press on immigration, however, were nonrestrictionist. The Black political leadership is also against restricting immigration. Furthermore, a review of the 14 most recent national opinion polls on immigration available to the Roper Center for Public Opinion Research as of July 1996 found that while many Blacks favor restricting immigration, all US Blacks should not be characterized as restrictionist, especially when compared with Whites. Historical attitudes among US Blacks dating back to before the abolition of slavery are discussed.     

From 'White Australia' to 'part of Asia': recent shifts in Australian immigration policy towards the region

This article examines migration policy in Australia with reference to the "White Australia" policy prior to 1975 and the multicultural policy thereafter. Mass immigration has not caused major social tensions. Mass tourism has been welcomed. Australian attitudes have changed from fear of massive numbers of Asians and mass poverty and ignorance to multiculturalism. Suspicious attitudes toward Asians, however, are still present among a minority of Australians. The most influential arguments against Asians are the concerns about employment of new arrivals and the environmental impact of an increasing population. Although there are many cultural differences, Australia is linked to Singapore, Malaysia, and the Philippines in that all have a history of British or American influence. Educated Indians and Sri Lankans are linked to Australians by their common language and Christian religion. The integration of Asians in the business and financial community holds the potential for economic gain over the years. The author finds that the Australian relationship to Asia is more acceptable in public arenas than the comparable changing relationship between Britain and Europe. The roots of a Whites-only policy extend back to 1901, when the Commonwealth Immigration Restriction Act was ratified. The exclusion of non-European immigrants was not specified in the law. The mechanism for exclusion was included in the law. Undesirable immigrants could be excluded. Under mass migration programs after 1947 the population of non-English speaking Europeans increased. By 1973 government shifted from an assimilationist approach to a multicultural approach due to pressure from the Department of Foreign Affairs. Numerous historical events occurring during 1942-80 drew Australia out of its isolationist position in the world. At present about 25% of the total population are of non-British origin. Over 900,000 would have been excluded under the old migration policy. In 1991, 665,315 persons were born in Asia, of which the largest numbers came from Mainland China, Malaysia, and the Philippines. Asian immigrants are either refugees from Viet Nam, Cambodia, and Laos or voluntary Asian immigrants.     

“Armed Now with Hope …”: The Construction of the Subjectivity of Students within Integration

Students who are integrated into the regular system have traditionally been constructed in a variety of ways that reflect the philosophies and the policies (both stated and implied) of the relevant educational systems. Within these systems though, students have also constructed views of their own subjectivity, yet their perspectives and perceptions students have seldom been considered. Progressive integration policies, such as that in Victoria, Australia, have attempted to change the way students integrated into the regular education system are constructed. Such constructions however, may still be largely incongruent with the ways students construct themselves. This paper explores the integration policy in Victoria over the last decade, and in order to gain greater insight into the way students are constructed, and construct themselves, by and within the policy, draws on the poetry and diaries of a teenager who has been integrated into the regular school system.     

Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey

There is a scarcity of research on inclusion of visually impaired children in Turkey. Specifically, a gap exists concerning the attitudes of elementary school teachers towards the inclusion of visually impaired children in mainstream schools. This article uses data from two questionnaires, leveraging the responses of 253 teachers from rural and urban areas. The results demonstrate that elementary school teachers commonly hold positive attitudes towards the inclusion of visually impaired children and that teachers’ initial and in-service training about inclusion positively influenced their attitudes. Our findings are in contrast with earlier research which argues that teachers do not hold positive attitudes to inclusion, and highlights that a key barrier to inclusion stems from elementary school teachers feeling unprepared to teach visually impaired children. We conclude that greater post-qualification training is required to enable teachers to operationalise different approaches that facilitate the inclusion of visually impaired children.     

Evaluation of the In Touch training program for the management of alcohol and other drug use issues in schools

In Touch is a professional training program designed to develop staff skills and support structures so as to enable schools to manage alcohol and other drug (AOD) matters in a coordinated manner that maximizes beneficial outcomes for at-risk students, while at the same time maintaining school discipline and community relationships. This study is an evaluation of the impact of the program on alcohol and other drug (AOD) related knowledge, attitudes and activity of participating school staff, and on AOD management practice in their schools. Data from 53 intervention participants and 21 controls were compared at pre- and post-intervention. These data indicated a 46% increase in AOD knowledge among those who participated in In Touch training. Attitudes favorable to integrated, supportive management of AOD issues also increased significantly in this group, as did desirable practice. However, change in school practice was limited. Significantly more schools whose staff participated in In Touch training had a written drug policy at post-intervention, but schools' usual responses to AOD-related incidents were substantially the same. These findings indicate that professional training on the management of AOD matters can change the understanding and practice of individual staff, but if school structures and practice are to be substantially influenced, a broader program is required.     

School Integration of Migrant Children from the United States in a Border Context

Since 2008, about half a million children have arrived in Mexico from the United States, most of whom are US-born. However, due to limited statistical data, there have been few quantitative studies on their school integration. Using data from the 2017 School Integration Survey, conducted in 86 lower secondary schools in the Tijuana metropolitan area, we analyse the relationship between students’ liking of school and their binational school trajectories in this border city with high return migration. The results, based on a multivariate statistical analysis, show that students who studied in that country exhibit a lower liking of school, which correlates with a higher number of years of schooling in the U.S. and less time spent in Mexico since last arrival. Various mediating mechanisms are identified, such as limited Spanish proficiency, teacher indifference and lack of cultural identification with Mexico. The implications for education policy are also discussed.     

The Transition to High School

Abstract

This study investigates teacher reports of their communication and relationships with parents over the transition to high school in a large, urban, and predominantly minority school district. Hierarchical linear modeling techniques were used to estimate elementary (n = 10,237) and high school (n = 3,140) teachers' outreach to and trust of parents, controlling for their background and school compositional characteristics. Teachers with more negative attitudes about student learning capacities and non-White teachers reported less communication and less positive relationships with parents. Teachers in high schools with predominantly Latino student bodies reported less communication and less positive relationships with parents, while this was not true for teachers in elementary schools. Implications for school practice and policy are discussed.     

Components of intercultural identity: towards an effective integration policy

This research focuses on a group of religious students who integrated into a nonreligious school in order to understand the characteristics of their intercultural identity. I suggest a new perspective in which intercultural identity is analyzed by itself rather than analyzing acculturation strategies taken by the individual. Using an in-depth analysis of the presented case study, I argue that intercultural identity is characterized by three types of components: core, reinterpreted, and transient. Thus, while the existing bidimensional model defines integration as the simultaneous acceptance of different cultures as they are, the present study stresses the importance of reinterpreting components from both cultures as a basis for integration. Accordingly, this paper suggests that an effective integration policy encourages in the individual the ability to develop the reinterpreted components. This type of approach might promote a positive correlation, defined by prior research as ambivalent, between integration and the individual’s emotional well-being and educational achievements.     

Evaluating the Impact of Trauma-Informed Care (TIC) Perspective in Social Work Curriculum

A trauma-informed care (TIC) curriculum was integrated into a school of social work master’s level program. Measures assessed the impact of the curriculum on first and advanced-year students’ knowledge, attitude, self-efficacy, and behavioral intention at the beginning and end of a semester. Initial comparisons show advanced-year students as having more knowledge about TIC, more positive attitudes toward TIC, higher levels of self-efficacy to use TIC approaches, and greater likelihood to engage in TIC behaviors than first-year students. However, by the end of the semester, the latter were equivalent with advanced students on all measures. Results suggest the first-year curriculum provides sufficient background in TIC approaches to allow for significant gains across all areas assessed. However, integration of the TIC perspective within advanced courses needs further assessment.     

Still Life in Black and White: Effects of Racial and Class Attitudes on Prospects for Residential Integration in Atlanta

I use the 1993 Atlanta Survey of Urban Inequality to evaluate the effects of five types of racial and class attitudes on assessments of the desirability of residential integration: (1) preferences for neighbors of the same race, (2) perceived racial differences in social class characteristics, (3) Whites'perceptions of group threat from Blacks, (4) Blacks'perceptions of discrimination, and (5) negative racial stereotypes. For Whites the strongest predictors of resistance to integration are negative racial stereotypes and perceptions of group threat from Blacks. For Blacks in-group preferences, negative racial stereotypes and, to a small extent, beliefs that Whites tend to discriminate against other groups are positively associated with resistance to integration. I conclude by arguing that since racial attitudes are linked to attitudes about residential integration, open housing advocates should focus their efforts on addressing persistent racial mistrusts and prejudices.     

Implicit Nativist Attitudes,Social Desirability,and Immigration Policy Preferences

While previous research on immigration attitudes among the American public has focused on factors such as economic threat, social context, and racial prejudice, fewer studies have examined the psychological determinants of immigration policy preferences. This study analyzes the results of an implicit association test (IAT) procedure that measures automatic nativist preferences for a traditional American culture versus a Latino‐American culture (i.e., implicit nativist attitudes). In brief, this study demonstrates that implicit nativist attitudes are fairly common, that they are an independent predictor of immigration policy attitudes, and that they affect those who are not explicitly nativist but who still hold restrictionist policy views.     

Class, authenticity and the transition to higher education for mature students

The stated UK Government policy on Higher Education is to attract increasing numbers of non‐traditional applicants to Higher Education. Mature students are positioned as key within this policy initiative. However, the statistics suggest that recent policy changes have made it more rather than less difficult for non‐traditional students to attend university. This paper explores some of the sociological and psychological processes which make working‐class transitions to higher education problematic by focusing on the narratives of 23 mature students attending an inner London Further Education college. It is argued that class, although mediated by gender and ethnicity, always counts in the transition process. Also, within the working‐classes there are different class fractions with differing priorities in relation to risk, challenge and fitting in. These solidarist and individualist fractions within the working‐classes result in differing priorities, attitudes and actions in relation to the higher education choice process.