The aim of the study is to highlight the attitude of the students (N=72) from Pedagogy of Primary and Preschool Education Program (pre-service teacher), from first and third years of study, related ...to how they want, as future teachers, to develop pupils’ learning skills in the inclusive classroom by adopting certain behavioral management of pupils with special needs. The working tool used is the Behavior and Instructional Management Scale, developed by Martin and Sass (2010). The comparative analysis of the results obtained according to the year of study captures the existence of statistically significant differences in the aspect of the management of the behavior in the classroom, both in traditional and inclusive classes, during the lessons, with higher averages for the pre-service teachers of 3rd year. Also, pre-service teachers from the 3rd year of study have a higher level of expectations for implementing the rules in school activities with pupils with special needs, compared to the pre-service teachers of the 1st year, which draws attention to the importance of pedagogical practical stage in primary school.
Education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. The study is devoted to the attitude of teachers as one of the factors forming ...competencies and dispositions and analyses quantitative data related to teachers' subjective assessment towards the inclusion of children with mild to moderate disabilities and their relationship to the provision of sustainable inclusive education. The Technical Manual for Attitudes Towards Teaching All Students Instrument has been used. Its structure has three components: cognitive, affective, and behavioural 1. For statistical analysis of the research data, the SPSS 25.0 program was used: a method of Descriptive Statistics, Pearson Correlation Test, One – Way ANOVA tests. The study involves teachers from different professional backgrounds. The results confirm disharmony in the structure of teachers' attitudes, revealing a significant deficiency of the cognitive dimension compared to the affective and behavioural dimension.
Inclusive education is a continuous process of transformation of the education system. It is both an approach to teaching and learning, as well as a different organization of the educational process ...that welcomes all students regardless of their social skills and physical and intellectual abilities. The qualitative implementation of inclusive education requires competent staff. The study reflects a comparative study carried out in Latvia and Lithuania, and it focuses on Latvian and Lithuanian teachers’ attitude self-assessment regarding the implementation of inclusive education. A three-dimensional model, including the cognitive, affective, and behaviour components, are used for the study. The Technical Manual for Attitudes Towards Teaching All Students Instrument developed by Gregory Jess L. and Noto Lori A. has been applied in the study. The SPSS 25.0 programme, Pearson Correlation, and One-Way ANOVA tests were used for the statistical analysis of the data. The results reveal, and generally confirm, differences in the structure of Latvian and Lithuanian teachers’ attitudes, as well as emphasize the importance of teachers and support specialists’ competence improvement to ensure optimal teaching and learning processes for all learners involved in the educational process.
In this theoretical study, we combined two approaches regarding the education of teachers in the field of teaching pupils with special needs with focus on teaching natural science topics, in Slovenia ...and in the Part of Northern Cyprus, respectively. We analysed syllabuses for different study programmes for teachers in primary schools in selected faculties in Slovenia. We focused on the specific content in those subjects, which are developing competences of students to be able to teach natural science topics, in particular physics topics, in primary schools in the adequate way, so the pupils with special needs can achieve the same goals as the other pupils. In addition, we included some accents regarding the children with special needs from approach to this topic at Near East University. We find out that the integrated content in the study programmes for the requirements of the inclusion of pupils with special needs in primary school is not sufficient or the inclusion in primary schools is planned too broad, if we take into account the current state of knowledge of the students in this specific field.
The paper presents the possibilities of using ICT for compensation of difficulties with reading in pupils with dyslexia and during re-education. These include mainly text editing, use of different ...fonts, special educational software, improvement of teaching process, use of multimedia etc. Furthermore the paper presents the results of a research project focusing on a comparison of reading speed and efficiency (the number of mistakes) when using the standard writing fonts and OpenDyslexic font (a font created for dyslectics). The data has been collected using a standardized reading test, the results have been statistically processed.
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