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By: Luz M. Torres, Ed. D. University of Puerto Rico Faculty of Education

The Effects of a Sensibility Training Approach on the Attitudes of General Education Teachers Towards the Inclusion of Students with Special Needs. By: Luz M. Torres, Ed. D. University of Puerto Rico Faculty of Education. Difficulties of Students with Special Needs (Vaughn, 1994).

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By: Luz M. Torres, Ed. D. University of Puerto Rico Faculty of Education

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  1. The Effects of a SensibilityTraining Approach on theAttitudes of General EducationTeachers Towards the Inclusion of Students with Special Needs By: Luz M. Torres, Ed. D. University of Puerto Rico Faculty of Education

  2. Difficulties of Students with Special Needs (Vaughn, 1994) • Frustration • Lack of problem solving skills • Feeling of unacceptance from the school community • Low self concept • Little motivation

  3. Purpose of the Study • Determine the effect of a sensibility training approach on the attitudes of general education teachers towards the inclusion of students with low vision and other special needs

  4. Procedures • Pilot study to test the training approach • Construction and validation of the instrument (Fishbein’s Reasoned Action Theory) • Study

  5. Fishbein’s Theory of Reasoned Action (1980) • Semantical differential scale • Determinants of human behavior • Assumption: -Different beliefs determine behavior decisions in the people as much as the beliefs of the peer group. • Factors: -Personal nature (affective feeling) -Social influence (subjective norm)

  6. Content Validation (Lynn, 1996) • Internal validity - .96(alpha coefficient of item analysis) • Random sample of high school teachers from the San Juan Educational Region • Randomly assigned to two groups -Experimental group = 24 -Control group = 25

  7. The Study: • Two Consecutive days for six hour sessions each day -Correct limitations of traditional approaches -Based on the principle that every learning experience must be oriented to the domain of skill development in order to motivate action -New approaches - active research instead ofpassive listening to conferences

  8. Sensitivity Training • Personal Development • Professional Development • Technical Development

  9. Statistical Analysis • MONOVA Test (SPPS-x) -Established differences between the two groups in three variables measured simultaneously for the four inclusion behaviors studied • Attitude and subjective norm was positive as predicted in Fishbein’s theory

  10. The Longitudinal Study • The attitude questionnaire was administered on a second occasion to the experimental group one year after the initial treatment -19 out of 24 individuals from the initial group participated (79%) -Open questions were added -Test of dependent samples Intention to act and attitude increased positively Subjective norm was not statistically different

  11. Important Findings • Most important findings: -Answers to open questions support statistical results -Answers to open questions help clarify the respondents feelings related to inclusion of students with low vision and other special needs

  12. Remarks • “I feel happy because I had support” • “I’m more confident and sensible now” • “Some teachers feel it is too much work but these students need help and an opportunity” • “I’m here to help them” • “The opinion of others does not affect me because I feel prepared to help if needed” • “I’m more patient now”

  13. Activities developed to satisfy student needs • Individualized help • Adapted materials • Reorganization of the working areas • Special assignments • Reinforcement of special abilities • Participation in community activities • Peer tutoring • Cooperative work • Others

  14. Activities to provide appropriate social environment • Group therapy to improve social relations • Group dynamics • Group discussions • Talent shows • Continuous reinforcement and motivation • Parent interviews • Others

  15. Help and resources used • Special education teacher • General program students • Social worker • Counselor • Visual aids • Teacher aid

  16. Subjects evaluation of the experience • “Beautiful” • “Empowering” • “A learning experience” • “Very reinforcing” • “A challenge” • “Stimulating to become a better teacher” • “Reinforcing but sometimes tiring” • “Effective in sensibilization of students and teachers”

  17. Recommendations • Promote practical experiences as a training strategy • Promote team work • Enhance instruction through demonstrations and field work • Increase sensibility to student needs • Promote student participation in planning their own learning experiences • Provide for socialization activities

  18. Recommendations • Plan for dynamic and enthusiastic instruction • Use theory to explain experience and practice • Use introspection for self analysis and evaluation

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