نگرش معلمان پایه ابتدایی نسبت به آموزش و پرورش فراگیر

نوع مقاله : علمی - پژوهشی

نویسندگان

1 استادیار گروه برنامه‌ریزی درسی دانشگاه آزاد اسلامی واحد تهران مرکز

2 دانش آموخته کارشناسی ارشد برنامه ریزی درسی دانشگاه آزاد اسلامی

چکیده

پژوهش پیمایشی حاضر با هدف، بررسی نگرش معلمان پایه‌ی ابتدایی به آموزش و پرورش فراگیر انجام شده است. بدین‌منظور با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای، 177 معلم (149 زن و 28 مرد) دوره‌ی ابتدایی که در سال تحصیلی 1394-1393 مشغول به تدریس بوده‌اند، از ناحیه‌ی 3 شهر تهران انتخاب شدند. به‌منظور جمع‌آوری اطلاعات از پرسشنامه‌ی، سنجش نگرش به آموزش دانش‌آموزان با نیازهای ویژه در کلاس‌های درس عادی (ATMS) استفاده شد. داده‌های به‌دست آمده از طریق آزمون تی استودنت تک‌نمونه‌ای و مستقل مورد تحلیل قرار گرفت. نتایج به‌دست آمده نشان داد که به‌طور کلی معلمان پایه ابتدایی نسبت به آموزش و پرورش فراگیر دارای نگرش منفی بوده‌اند و آن‌ها نه تنها نسبت به فلسفه‌ی آموزش فراگیر، شناخت کافی نداشته‌اند بلکه توانایی‌های خود در تدریس به دانش‌آموزان با نیازهای ویژه را نیز ضعیف برآورد کرده‌اند. نتایج به‌دست آمده هم‌چنین نشان داد که آنها رفتارهای دانش‌آموزان با نیازهای ویژه در کلاس درس را منفی ارزیابی کرده‌اند. در نهایت بین نگرش کلی معلمان نسبت به فلسفه فراگیرسازی با جنسیت و گذراندن دوره‌های آموزشی رابطه‌ای مشاهده نشد. نتایج به‌دست از این پژوهش به دلیل اهمیت تأثیر آن بر فرایند فراگیرسازی در نظام آموزشی کشور برای سیاست‌گزاران و برنامه‌ریزان حایز اهمیت فراوان است.

کلیدواژه‌ها

عنوان مقاله [English]

Elementary School Teachers’ Attitude toward Inclusive Education

نویسندگان [English]

  • Kambiz Poshaneh 1
  • Farangis Malmir 2
1 Assistant Professor of Curriculum Planning, Islamic Azad University, Tehran Branch
2 Graduate Master Curriculum Islamic Azad University
چکیده [English]

The aim of this survey research was to study the elementary school teachers’ attitudes toward the inclusive education. Using stratified random sampling method, 177 teachers (149 females & 28 males) were selected from primary school teachers of educational region 3 in Tehran, Iran in academic year of 2014-2015. Attitude Toward Mainstreaming Scale (ATMS) questionnaire was used as a research tool. The data were analyzed by One-Sample T test, Independent-Sample T test. Results showed that the primary school teachers have a negative attitude toward philosophy of inclusive education. They didn’t have sufficient knowledge in terms of the philosophy of inclusive education. In addition, such teachers have estimated weak performance regarding their abilities to teach SENs students. The results also showed that the teachers evaluated SEN students’ behavior negatively. There was no significant relationship between teachers’ attitudes, gender and receiving special training related to SEN (Special Education Needs) students. These findings have a critical value for educational policy makers and planners because of their effect on inclusion process in the system of education.

کلیدواژه‌ها [English]

  • Primary teacher
  • attitude
  • Educational Inclusion
  • SEN student

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