Primary School Teachers' Attitudes towards the Representation of Disability within the School Textbook

Fabio Filosofi, Paola Venuti

Abstract


Teachers’s attitudes towards disability and inclusion may affect the promotion of an inclusive perspective and the implementation of inclusive practices and strategies in order to promote a culture of diversity. This paper presents an explorative and descriptive study that aims to investigate teachers’ attitudes towards the representation of disability within school textbooks and instructional materials. This study found that teachers would favor a wider representation of disability in instructional materials. However, despite being aware of the limits of representation within the school textbook, teachers continue to primarily rely on it as a source of materials and rarely adapt it to make it more inclusive. The study also found that teachers are aware of socio-cultural and contextual limitations that prevent a more inclusive approach to representation in school materials.

Keywords


Attitudes; Inclusion; School textbooks; Special needs; Representation

References


Aksamit, D., Morris, M., & Leunberger, J. (1987). Preparation of student services, professionals and faculty for serving learning disabled college students. Journal of College Student Personnel, 28, 53–59.

Biemmi, I., (2011). Educazione sessista. Stereotipi di genere nei libri delle elementari. Torino: Rosenberg & Sellier.

Bogdan, R., Biklen, S. K. (2007). Qualitative research for education. An introduction to theories and methods. New York: Allyn & Bacon.

Burke, K., & Sutherland, C. (2004). Attitudes towards inclusion: Knowledge vs experience. Education, 125(2), 163–172.

Campbell, J., Gilmore, L. & Cuskelly, M. (2003). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28 (4), 369–379. https://doi.org/10.1080/13668250310001616407

Canevaro, A., D’Alonzo, L., Ianes, D., & Caldin, R. (2011). L’integrazione scolastica nella percezione degli insegnanti. Trento: Erickson.

Crawford, K. (2004). Inter Cultural Education: the role of school textbook analysis in shaping a critical discourse on nation and society. Paper presented at the Pacific Circle Consortium 27th Annual Conference, Hong Kong, Institute of Education. 21st-23rd April 2004.

Creswell, J. W., & Plano Clark, L. V. (2017). Designing and conducting mixed method research. California: SAGE Publications.

Crotty, M. (1998). The foundation of social research: meaning and perspective in research process. London: Sage Publications.

Darrow, A. (2009). Barriers to effective inclusion and strategies to overcome them. General Music Today, 22, 29–31. https://doi.org/10.1177/1048371309333145

De Caroli, M. E., & Sagone, E. (2008). Direzione degli atteggiamenti pregiudiziali, livelli di burnout, adattamento interpersonale e rappresentazione del Sé Professionale: un’indagine sugli insegnanti di sostegno. Life Span and Disability, 11(1), 41–59.

Eco, U., (1972). I pampini bugiardi, Indagine sui libri di testo al di sopra di ogni sospetto: i testi delle scuole elementari, Rimini: Guaraldi Editore S.A.S.

Filax, G., Sumara, D., Davis, B., & Shogan, D. (2005). Queer theory/lesbian and gay approaches. In Somekh, B., & Lewin, C. (eds.), Research Methods in the Social Sciences. London: Sage, pp. 80–88.

Fiorucci, A., (2014). Gli Atteggiamenti degli insegnanti verso l’inclusione e la disabilità: uno sguardo internazionale, Italian Journal of Special Education for Inclusion, II (1), 53–66.

Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal Of Teacher Education, 39(1), 17–32. https://doi.org/10.1080/1359866X.2010.540850

Freytag, C. (2001). Teacher efficacy and inclusion: The impact of preservice experiences on beliefs. Articolo presentato durante il Convegno annuale del Southwest Educational Research Association, New Orleans.

Gianini Belotti, E. (2013). Dalla parte delle bambine. Milano: Feltrinelli.

Hodkinson, A. (2012) Inclusive education and the cultural representation of disability and disabled people within the English education system: the influence of electronic media in the primary school. Journal of Research in Special Education Needs, 12(4), 252–262. https://doi.org/10.1111/j.1471-3802.2011.01208.x

HSRC – Human Sciences Research Council of South Africa (2005). Disponibile in: http://www.hsrc.ac.za/uploads/pageContent/3741/AnnRep0506full.pdf [04/02/2019].

Ianes, D., Demo, H., & Zambotti, F. (2010). Gli insegnanti e l’integrazione: atteggiamenti, opinioni e pratiche. Trento: Erickson.

Janney, R., & Snell, M. E. (1996). Le interazioni con i compagni: strategie per facilitare l’integrazione. Difficoltà di Apprendimento, 2(3), 301–15.

Jobe, D., & Rust, J. O. (1996). Teacher attitudes toward inclusion of students with disabilities into regular classrooms. Education, 117, 148–154.

Koutrouba, K., Vamvakari, M., & Steliou, M. (2006). Factors correlated with teachers’ attitudes towards the inclusion of students with special educational needs in Cyprus. European Journal of Special Needs Education, 21, 381–394. https://doi.org/10.1080/08856250600956162

Ligorio, M. B., & Pontecorvo, C. (2010). La scuola come contesto. Prospettive psicologiche e culturali. Roma: Carocci.

Mertens, D. (2010). Transformative mixed method research, SAGE Journal, 16(6), 469–474. https://doi.org/10.1177/1077800410364612

Mortari, L. (2007). Cultura della ricerca e pedagogia, Milano: Carocci.

Stray, C. (1994). Paradigms regained: towards a historical sociology of the textbook, Journal of Curriculum Studies, 26(1), 1–29. https://doi.org/10.1080/0022027940260101

Taylor, R. W., & Ringlaben, R. P. (2012). Impacting pre-service teachers’ attitudes toward inclusion. Higher Education Studies, 2(3), 16–23. https://doi.org/10.5539/hes.v2n3p16

Teff-Seker, Y. (2012). Peace, Tolerance and the Palestinian «Other» in Israeli Textbooks. An analysis of state and state-religious Israeli textbooks for grades 1–12, 2009–2012. Jerusalem: Institute for Monitoring Peace and Cultural Tolerance in Education.

Vianello, R., & Moalli, E. (2001). Integrazione a scuola: le opinioni degli insegnanti, dei genitori e dei compagni di classe. Giornale Italiano delle Disabilità, 2, 29–43.

Voeltz, L. M. (1980). Children’s attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455–464.

Zambelli, F. & Bonni, R. (2004). Beliefs of teachers in Italian schools concerning the inclusion of disabled students: A Q Sort analysis. European Journal of Special Needs Education, 19(3), 351–366. https://doi.org/10.1080/0885625042000262505




DOI: 10.6092/issn.1825-8670/10088

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Fabio Filosofi, Paola Venuti

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.