|
Complex disabilities (n=36) |
Behavior problems (n=37) |
Learning + attention deficit disorders(n=65) |
F |
Ƞp2 |
|
Mean |
SD |
Mean |
SD |
Mean |
SD |
|
|
| Teachers' attitudes towards the implications and contributions of PI |
3.08 |
0.30 |
3.16 |
0.36 |
3.04 |
0.34 |
1.60 |
.02 |
| Teachers' attitudes towards PI and communications |
3.12 |
0.39 |
3.19 |
0.36 |
3.15 |
0.30 |
0.33 |
.01 |
| Teachers' attitudes towards PI in decision-making |
2.78b |
0.44 |
2.48a |
0.50 |
2.50a |
0.45 |
5.13** |
.07 |
| Effect of PI on teachers' sense of self-efficacy |
3.19 |
0.45 |
3.20 |
0.51 |
3.07 |
0.56 |
1.07 |
.02 |
| Effect of PI on school and other pupils who do not have SN |
3.06 |
0.45 |
3.13 |
0.52 |
2.97 |
0.42 |
1.60 |
.02 |
| Effect of PI on the level of investment and training teachers need |
3.12 |
0.44 |
3.05 |
0.44 |
3.16 |
0.45 |
0.79 |
.01 |
| Effect of PI on pupils with SN in different areas |
2.97a |
0.35 |
3.20b |
0.41 |
3.00a |
0.42 |
3.54* |
.03 |
| Type of information passed from school to parents and vice versa |
3.32 |
0.48 |
3.46 |
0.45 |
3.42 |
0.50 |
0.85 |
.01 |
| Communication frequency and sequence between school and parents and vice versa |
2.94 |
0.52 |
2.89 |
0.57 |
2.87 |
0.41 |
0.20 |
.003 |
| Professional language clarity in dialogue with parents |
3.18 |
0.44 |
3.30 |
0.46 |
3.24 |
0.46 |
0.65 |
.01 |
| Taking decisions with regard to choosing the type of education framework in which SN pupils learn |
2.18 |
0.51 |
2.04 |
0.48 |
2.15 |
0.54 |
0.83 |
.01 |
| Taking decisions with regard to building IEP for SN pupils |
3.00b |
0.51 |
2.65a |
0.61 |
2.64a |
0.51 |
6.08** |
.08 |
