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Ediyanto; Norimune Kawai – Cogent Education, 2023
The three inclusive schools in West Sumatra Province, which were formed in 2002, is proof that Indonesia has implemented an inclusive education system. Until now, the benchmark for the success of implementation in East Java has not been measured. The method that can be done is to measure teacher attitudes toward inclusive education. In this study,…
Descriptors: Foreign Countries, Teacher Attitudes, Inclusion, Students with Disabilities
Nouf Almutairi; Ayman Alsuwayl – Cogent Education, 2023
The aim of this study was to discover elementary school teachers' knowledge of universal design for learning (UDL). The study also examined the possible influence of relevant variables on the participants' responses. A total of 225 elementary school teachers participated in this study, including 84 males and 141 females. Multiple statistical…
Descriptors: Foreign Countries, Elementary School Teachers, Knowledge Level, Gender Differences
Koliqi, Donika; Zabeli, Naser – Cogent Education, 2022
Inclusive education is a priority and a challenge for education systems. The success of the inclusive practices' implementation depends on the attitudes of teachers' towards inclusive education. This research reflects the current state of pre-university teachers' attitudes towards the inclusion in Kosovo, as well as it examines the relationship…
Descriptors: Teacher Attitudes, Inclusion, Foreign Countries, Attitudes toward Disabilities
Ookeditse, Goitse B. – Cogent Education, 2022
Employment is one important post-school outcome for youth and adults and its benefits include enjoying a productive life, enhanced self-worth, and economic independence. Although Botswana has made notable strides to enhance post-school outcomes for students with disabilities (SWDs), many of these youth continue to face underemployment and…
Descriptors: Vocational Education Teachers, Teacher Attitudes, Relevance (Education), Curriculum
Adewumi, Toyin Mary; Mosito, Cina – Cogent Education, 2019
The implementation of inclusion policy for learners with special education needs has been a matter of interest for South African schools. This study sought to explore pockets of good practice found in the experiences of teachers in implementing inclusion of learners with special education needs (SEN). A qualitative research approach was employed…
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Experience, Inclusion