Electronic Journal for Inclusive Education
Abstract
The aim of this study is to examine the attitudes of 36 elementary school teachers towards the inclusion of students with learning disabilities in Mathematics in mainstream classes. The research related to three aspects: teachers’ knowledge of learning disabilities, teachers’ perceptions of the physical inclusion of these students, teachers’ perceptions of their responsibility towards the curricular inclusion of students with learning disabilities and towards curricular adaptations. Findings indicate that teachers’ knowledge of the topic is partial, whereas teachers’ attitudes towards inclusion are positive with regard to the three aspects of the research. The study yielded a need to incorporate the topic of learning disabilities into existing training programs for pre-service teachers.
Repository Citation
Patkin, D.,
& Timor, T.
(2010).
Attitudes of Mathematics Teachers Towards the Inclusion of Students with Learning Disabilities and Special Needs in Mainstream Classrooms,
Electronic Journal for Inclusive Education, 2
(6).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
