Journal
FRONTIERS IN EDUCATION
Volume 6, Issue -, Pages -Publisher
FRONTIERS MEDIA SA
DOI: 10.3389/feduc.2021.739384
Keywords
perceptions; attitudes; collaboration; inclusive education; general and special education teachers
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The study found that there was agreement between general and special education only in the domain of instruction, and special education teachers had a more positive attitude towards inclusion. Therefore, there is a need to enhance shared practical activities among teachers.
The purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interdependence theory and cooperative learning conceptual framework. The survey was composed of two parts. The first section examined collaborative teaching duties for both instructors. It included 29 items and four categories (planning, instruction, evaluation, and behavior management). The second section included 15 items to assess attitudes toward inclusion. The study enrolled a total of 233 teachers (123 in special education and 110 in general education) with a response rate of 78%. The results showed that there was agreement between general and special education on only one of the four domains (instruction). Additionally, special education teachers expressed a more favorable attitude toward inclusion than did general education teachers. The current situation's implications were explored with an emphasis on the necessity for additional shared practical activities among teachers.
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