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

Maria Papadakaki, Anastasia Maraki, Nikolaos Bitsakos and Joannes Chliaoutakis
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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

IJERPH, 2022, vol. 19, issue 4, 1-16

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.

Keywords: university students; faculty members; educational needs; disability; attitudes; inclusion (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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