Search results for "osallistava opetus"
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Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equa…
2018
Abstract This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural equation modelling was conducted to find similarities and differences in how the background variables predict teachers' attitudes and self-efficacy. Experience in teaching students with disabilities had a positive effect on teachers' attitudes and self-efficacy in both countries. However, teachers' teaching career and the amount of inclusive education training affected them differently in Japan and Finland. The findings could be used to improve inclusive educat…
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland : A comparative study using multi-group structural equ…
2018
This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural equation modelling was conducted to find similarities and differences in how the background variables predict teachers' attitudes and self-efficacy. Experience in teaching students with disabilities had a positive effect on teachers' attitudes and self-efficacy in both countries. However, teachers' teaching career and the amount of inclusive education training affected them differently in Japan and Finland. The findings could be used to improve inclusive education train…
Teachers in inclusive classrooms in China : their views on systemic challenges and opportunities
2014
Inclusive education is becoming more and more popular in the world, since inclusive education is believed to be better learning opportunity in common educational setting, together with the spread of its appreciation of the good values of inclusion, equality, fairness and non-discrimination. This tendency has blown to China since its open-up to the world in late 1970s and the Chinese form of inclusive education, which is commonly known as Learning in Regular Classrooms (LRC) has now become the main approach to satisfying educational needs of students with disabilities. However, Chinese LRC is originally based on a pragmatic thinking to provide more students with disabilities with quality edu…