Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities: Evidence from a Greek University
2022
Maria Papadakaki | Anastasia Maraki | Nikolaos Bitsakos | Joannes Chliaoutakis
The current paper aimed at investigating factors affecting the perceptions and attitudes of faculty members towards inclusive education for students with disabilities in a Greek University. A questionnaire, based on the &ldquo:Expanding Cultural Awareness of Exceptional Learners-ExCEL&rdquo: was distributed online to 311 faculty members, during the first semester of 2020. The questionnaire explored participants&rsquo: sociodemographic and academic background, prior training and personal experience with disability, perceived knowledge, beliefs and attitudes towards inclusive education practices. A total of 80 questionnaires were completed (males 56.3%: aged 41&ndash:50 years 43.7%: working experience >: 16 years 52.4%: prior training on disability 77.5%). Factor analysis identified four constructs relevant to: (a) perceived knowledge regarding the legal framework (&ldquo:Perceived Knowledge&rdquo:), (b) intention towards the provision of general accommodations in class (&ldquo:Help in Class&rdquo:), (c) intention towards resource provision (&ldquo:Material Offer&rdquo:), and (d) beliefs about the provision of accommodations to students with disabilities (&ldquo:Negative Attitude&rdquo:). Gender, faculty subject and prior training on disability were shown to affect the participants&rsquo: &ldquo:Perceived Knowledge&rdquo:, while working position was shown to affect &ldquo:Material Offer&rdquo:. Age, working experience, and personal experience with disability did not reveal any significant effect. More research is needed to investigate the attitudinal and practical barriers of faculty members towards meeting students&rsquo: educational needs.
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