Thi s paper reports the fin al development of a scale to measure pre-service teachers’ perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with diffe rent needs; and concerns about implementing inclusion. The Sentiments, Att itudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and administered through a series of refine d surveys. A fin al 15-item scale was

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The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion

This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. Head Teachers (School Principals) were the most inclusive group overall, followed by Deputy Head Teachers (Vice-Principals). Both were significantly more inclusive than teachers. There was no significant difference between practical and non-practical subjects, but there were differences between departments, with the Special Needs/Support for Learning department being the most inclusive. After the first year in teaching, there was a significant negative change in the attitude towards inclusion. However, length of service was not a significant factor in attitude. Wh...

Teachers' Attitudes towards Inclusion in High Schools.

ObjectiveTeachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study a ...

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Factors associated with primary school teachers' attitudes towards the inclusion of students with disabilities

Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education.

Variables affecting teachers' attitudes towards inclusive education in Bangladesh

Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N = 95) completed questionnaires on attitudes to inclusion, classroom learning environment, support and stress. Pupils (N = 2,514) completed a questionnaire on classroom learning environment only. Teacher attitudes towards including special educational needs pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of satisfaction and cohesiveness and lower levels of friction, competitiveness and difficulty than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.

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Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

This paper investigates the varying attitudes of regular (mainstream) education teachers towards the implementation of inclusion in elementary and secondary school classrooms. This paper tries to take into account the need for a better understanding of teacher attitude towards inclusion and how the inclusive environment can be improved. The present paper concentrates on examining whether there is a difference in attitude between elementary regular education teachers and secondary regular education teachers. The participants of this study were 73 teachers from three public elementary and secondary schools in rural, southeastern USA who completed the Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC). The results indicated that most teachers support the practice of inclusion in regular education classrooms or possess a neutral consensus towards the practice of inclusion as it relates to teaching assignment. For example, grade level, subject area or type of inclusion practice (full or partial). Meaning that the results for this study were mixed.

Rorie Ross-Hill

Papers

Teacher attitude towards inclusion practices and special needs students