The fact that a majority of teachers demonstrate limited knowledge and understanding of children with special educational needs (SEN), and thus have more negative attitudes towards teaching these chil
Research gap analysis derived from 3 education papers in our local library.
The gap
The fact that a majority of teachers demonstrate limited knowledge and understanding of children with special educational needs (SEN), and thus have more negative attitudes towards teaching these children in mainstream classrooms, may signi
Consensus across the literature
Clustered from 3 gap mentions across 3 papers via embedding cosine ≥ 0.62.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 3 representative gaps
- From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability (2022) · doi
Purpose: This article proposes that special education teacher preparation programs’ systems and structures should be examined for ways they inadvertently contribute to oppressive educational conditions and negative or ableist perceptions of disability to ensure that such structures do not influence the lenses and practice of the teachers they produce.
Keywords: structures purpose article proposes special education teacher preparation programs systems examined ways inadvertently contribute oppressive - The Retrospective Pretest as a Gauge of Change (2012)
Martinez points out: Despite documentation that general education teachers believe that regular classrooms are the best placement for children with disabilities, their attitudes are frequently ambivalent or negative toward increased mainstreaming practices In the limited research that does exist, studies have found these teachers' attitudes and beliefs about to be negative (Garriott, Miller, & Snyder, 2003).
Keywords: teachers attitudes negative martinez points despite documentation general education believe regular classrooms best placement children - Teachers’ Levels of Knowledge and Attitudes towards the Inclusion of Children with Special Educational Needs in Regular Classrooms (2022) · doi
The fact that a majority of teachers demonstrate limited knowledge and understanding of children with special educational needs (SEN), and thus have more negative attitudes towards teaching these children in mainstream classrooms, may significantly influence the quality of life and academic success of these children in schools.
Keywords: children fact majority teachers demonstrate limited knowledge understanding special educational needs thus negative attitudes towards
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