NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ843436
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: ISSN-1555-6913
Teachers' Attitudes and Concerns towards Integrating Students with Special Needs in Regular Classrooms: A United Arab Emirates Perspective
Bradshaw, Keith
Journal of the International Association of Special Education, v10 n1 p49-55 Spr 2009
Teachers from schools across the United Arab Emirates were asked to complete two questionnaires. The first questionnaire sought data from the teachers on their experience, qualifications, classes taught and attitudes in relation to inclusion. Information was also sought on the advantages and disadvantages of inclusion, the most difficult classification of children with special needs to include into regular classes/schools, where the United Arab Emirates was, at present, in terms of the inclusion issue and where future directions for special education in the United Arab Emirates should be planned. The second questionnaire was the stages of concern questionnaire developed by Hall and Loucks (1979). The stages of concern questionnaire sought information on where a particular group was at in coming to terms with a new innovation. The stages of concern data also determine the range of strategies needed to assist the group in coming to terms with the innovation. Through their responses to the stages of concern questionnaire teachers were placed on a stage of concern ranging from stage 0 (awareness) through to stage 6 (refocusing). This ranking was based on the teachers' responses to the innovation of inclusion. Strategies to assist the teachers' progress through the stages of concern are discussed. Suggestions as to how these strategies can be incorporated in undergraduate special education courses and workshops for practicing teachers are also outlined. (Contains 12 tables.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Stages of Concern Questionnaire; United Arab Emirates