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Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities: Evidence from a Greek University

Author

Listed:
  • Maria Papadakaki

    (Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71004 Heraklion, Greece)

  • Anastasia Maraki

    (Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71004 Heraklion, Greece)

  • Nikolaos Bitsakos

    (Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71004 Heraklion, Greece)

  • Joannes Chliaoutakis

    (Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71004 Heraklion, Greece)

Abstract

The current paper aimed at investigating factors affecting the perceptions and attitudes of faculty members towards inclusive education for students with disabilities in a Greek University. A questionnaire, based on the “Expanding Cultural Awareness of Exceptional Learners-ExCEL” was distributed online to 311 faculty members, during the first semester of 2020. The questionnaire explored participants’ sociodemographic and academic background, prior training and personal experience with disability, perceived knowledge, beliefs and attitudes towards inclusive education practices. A total of 80 questionnaires were completed (males 56.3%; aged 41–50 years 43.7%; working experience > 16 years 52.4%; prior training on disability 77.5%). Factor analysis identified four constructs relevant to: (a) perceived knowledge regarding the legal framework (“Perceived Knowledge”), (b) intention towards the provision of general accommodations in class (“Help in Class”), (c) intention towards resource provision (“Material Offer”), and (d) beliefs about the provision of accommodations to students with disabilities (“Negative Attitude”). Gender, faculty subject and prior training on disability were shown to affect the participants’ “Perceived Knowledge”, while working position was shown to affect “Material Offer”. Age, working experience, and personal experience with disability did not reveal any significant effect. More research is needed to investigate the attitudinal and practical barriers of faculty members towards meeting students’ educational needs.

Suggested Citation

  • Maria Papadakaki & Anastasia Maraki & Nikolaos Bitsakos & Joannes Chliaoutakis, 2022. "Perceived Knowledge and Attitudes of Faculty Members towards Inclusive Education for Students with Disabilities: Evidence from a Greek University," IJERPH, MDPI, vol. 19(4), pages 1-16, February.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:4:p:2151-:d:748988
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    References listed on IDEAS

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    1. Marios A. Pappas & Chara Papoutsi & Athanasios S. Drigas, 2018. "Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece," Social Sciences, MDPI, vol. 7(6), pages 1-15, June.
    2. Moriña, Anabel & Carballo, Rafael, 2017. "The impact of a faculty training program on inclusive education and disability," Evaluation and Program Planning, Elsevier, vol. 65(C), pages 77-83.
    3. Rosa-Eva Valle-Flórez & Ana María de Caso Fuertes & Roberto Baelo & Sheila García-Martín, 2021. "Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities," IJERPH, MDPI, vol. 18(21), pages 1-21, November.
    4. Shanyong Wang & Jin Fan & Dingtao Zhao & Shu Yang & Yuanguang Fu, 2016. "Predicting consumers’ intention to adopt hybrid electric vehicles: using an extended version of the theory of planned behavior model," Transportation, Springer, vol. 43(1), pages 123-143, January.
    5. Shanyong Wang & Jin Fan & Dingtao Zhao & Shu Yang & Yuanguang Fu, 2016. "Predicting consumers’ intention to adopt hybrid electric vehicles: using an extended version of the theory of planned behavior model," Transportation, Springer, vol. 43(1), pages 123-143, January.
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