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See detailPromoting inclusive education: The role of teacher’ attitudes and competence
Pit-Ten Cate, Ineke UL; Markova, Mariya UL; Krischler, Mireille UL et al

in Insights on Learning Disabilities: from prevailing theories to validated practices (2018), 15(1), 49-63

Teachers are expected to accommodate an increasingly heterogeneous student population. However, teachers often feel ill prepared and hence may be apprehensive toward the inclusion of students with special ... [more ▼]

Teachers are expected to accommodate an increasingly heterogeneous student population. However, teachers often feel ill prepared and hence may be apprehensive toward the inclusion of students with special education needs (SEN) in regular classrooms. This paper concerns factors associated with the successful implementation of inclusive education. More specifically, it considers teacher characteristics that may facilitate -or hinder- the inclusion of students with SEN. The paper first discusses teacher competencies concerning the accommodation of students with SEN in regular classrooms, not only as a determinant of effective inclusive practice, but also in relation to teacher attitudes toward inclusive education. Second, we investigate to what extent teacher’ attitudes, both toward students with SEN and inclusive education, may affect teaching behaviors and (positive) action toward students with SEN. The paper further discusses (training) methods that could be applied to increase teacher competence and foster positive attitudes in an attempt to strive to a more equitable educational system. [less ▲]

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See detailPreservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds
Markova, Mariya UL; Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL et al

in Journal of Experimental Education (2015)

Drawing on social cognition frameworks, we experimentally examined preservice teachers’ implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and ... [more ▼]

Drawing on social cognition frameworks, we experimentally examined preservice teachers’ implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers’ explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and questionnaires. Results showed indifferent implicit attitudes toward students with SEN with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. Furthermore, participants reported a high motivation to act without prejudice toward minorities but held less favorable explicit attitudes toward inclusion of students with SEN, especially students with behavioral problems. Differential patterns of implicit and explicit evaluations could bias teachers’ interactions with students. Findings are discussed with respect to implications for educational practice and research. [less ▲]

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See detailImproving teachers' judgments: Obtaining change through cognitive processes
Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL; Glock, Sabine UL et al

in Krolak-Schwerdt, Sabine; Glock, Sabine; Böhmer, Matthias (Eds.) Teachers' professional development: Assessment, training, & learning (2014)

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See detailSoziales Netz bei Patienten in der psychosomatischen Rehabilitation
Muschalla, Beate; Markova, Mariya UL; Linden, Michael

in Prävention und Rehabilitation (2013), 25(2), 71-78

Die Vernetzung der medizinischen Rehabilitation betrifft nicht nur die Zusammenarbeit verschiedener Fachkräfte, sondern verlangt auch eine Berücksichtigung und Kooperation mit dem sozialen Netz, das heißt ... [more ▼]

Die Vernetzung der medizinischen Rehabilitation betrifft nicht nur die Zusammenarbeit verschiedener Fachkräfte, sondern verlangt auch eine Berücksichtigung und Kooperation mit dem sozialen Netz, das heißt den Sozialpartnern von Patienten. Patienten mit psychischen Erkrankungen sind häufig nicht nur bezüglich der beruflichen, sondern auch generell der sozialen Teilhabe beeinträchtigt. Rehabilitation hat zum Ziel, die soziale Teilhabe zu fördern. Das soziale Netz hat zudem auch große Bedeutung für die Krankheitsbewältigung und stellt somit einen wichtigen Kontextfaktor gemäß der ICF dar. Zur Beschreibung des sozialen Netzes bei Patienten in psychosomatischer Rehabilitation wurden 230 Patienten mit der Selbstratingform des Multidimensionalen Sozialkontakt-Kreises (MuSK) untersucht, der ermöglicht, die Größe des sozialen Netzes sowie den Grad der emotionalen und praktischen Unterstützung und der sozialen Belastung zu quantifizieren. Der MuSK ermöglicht auf einfache Weise eine differenzierte Erhebung, Beschreibung, Quantifizierung und Beurteilung des sozialen Netzes beim einzelnen Patienten und ist für den Einsatz in der Rehabilitation praktikabel. Zusätzlich wurden Zusammenhänge von Psychopathologie und erlebter sozialer Unterstützung und Belastung in verschiedenen Lebensbereichen untersucht. 40,8% der Befragten gaben an, über „kaum“ praktische soziale Unterstützung zu verfügen, 32,4% erlebten kaum oder gar keine emotionale Unterstützung. Patienten, die stärker unter psychischen Symptomen litten, hatten schlechtere Sozialbeziehungen und gaben geringere Unterstützung an, vor allem am Arbeitsplatz und im Freundeskreis, während der unmittelbare familiäre Bereich weniger beeinträchtigt scheint. Die medizinische und berufliche Rehabilitation darf nicht nur am einzelnen Patienten ansetzen, sondern sollte den Patienten teilhabeorientiert in seinem sozialen Netz über die verschiedenen Lebensbereiche hin behandeln. [less ▲]

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See detailPerceived Job-Anxiety and General Psychosomatic Symptom Load and Perceived Social Support - Is there a Relationship?
Muschalla, Beate; Markova, Mariya UL; Linden, Michael

in Work (2010), (37), 29-39

Job-related distress has often been found to be related with low social support at work. The question is whether dimensions of social support outside work have a similar relation with job-anxiety or ... [more ▼]

Job-related distress has often been found to be related with low social support at work. The question is whether dimensions of social support outside work have a similar relation with job-anxiety or whether they are independent. A sample of 154 employed inpatients from a psychosomatic rehabilitation center (70% women) participated in this study. Participants completed self-rating questionnaires on perceived symptom load in the domain of work (job-anxiety) and in general life (general psychosomatic symptom load), and on perceived social support at work and outside work. Job-anxiety showed moderate correlations with the perceived level of social support through colleagues. Thereby the social support dimensions of "consolation and encouragement" and "criticism, overload, rejection" were more strongly related to job-anxiety than the dimension of "practical support". There were no significant correlations between job-anxiety and social support through household members, leisure time partners or neighbors. Social support is in a specific way important in the context of work other than concerning general mental health outside the work-context. Job-anxiety is a domain-specific clinical phenomenon and independent from perceived social support outside the workplace. [less ▲]

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See detailAbschlussbericht zum Forschungsprojekt Arbeitsplatzbezogene Ängste und Arbeitsplatzphobie bei Patienten in der psychosomatischen und kardiologischen Rehabilitation.
Linden, Michael; Muschalla, Beate; Glatz, Johannes et al

Book published by Berlin: DRV Bund (2009)

Detailed reference viewed: 115 (0 UL)