Uwarunkowania postaw : nauczyciele i inne grupy zawodowe wobec integracji szkolnej dzieci niepełnosprawnych

Abstract

This paper consists of two parts: in part one, theoretical frames of empirical investigations are set forth, and these are then considered in part two. Chapter One deals with a school integration problem. Upon the presentation of definitions and the scope of terminology for various terms denoting different integration forms, legal and psycho-pedagogical premises are analysed which form a basis for integrated teaching. Integrated teaching is shown historically, teaching models are surveyed and exemplified by several examples from selected countries in Europe and America. Factors that effect the efficiency of integrated teaching are also considered, as well as difficulties related to this method of education. Chapter Two depicts attitudes toward the integration of disabled children into mainstream schools. First, the term „attitude” is characterised, and, next, discussion is focused on attitudes towards both disabled persons and their integration into schools. In this Chapter, determinants of the attitudes presented are also discussed. In subsequent chapters, the author reports on her own investigations into the conditioning of selected professional groups’ attitudes (teachers, managers, and health service employees) towards the integration of disabled children into schools. So, in Chapter Three, the methodology of the investigations is outlined together with an objective review of the paper, research problems, and detailed hypotheses are delineated; applied methods are reviewed, the investigated population is identified, and, finally, the investigation procedure is described. In Chapter Four, variables are analysed that are related to particular professions. These include major branches of education, type of profession, branch of studies, type of school in which teachers are employed, employment period, professional experiences, syndrome of professional burnout, as well individual variables (sex and age) considered determinants of attitudes towards school integration of disabled children. In this Chapter, the interactive impact of those variables on investigated attitudes is shown. Chapter Five is devoted to temperamental conditioning of attitudes investigated and are interpreted through use of a regulating theory of temperament. In Chapter Six, relationships between selected personality traits and dimensions (such as neuroticism, extroversion, self-esteem, locus of control, empathy, feeling of loneliness), and attitudes, indicators towards the integration of disabled children into schools. The last chapter contains an analysis of the empirical material and shows the most significant attitude predictors of selected professional groups towards the integration of disabled children into schools. The paper closes with conclusions and practical implications drawn from the empirical investigations.