Teacher attitude towards inclusion practices and special needs students
01 Nov 2009-Journal of Research in Special Educational Needs (John Wiley & Sons, Ltd)-Vol. 9, Iss: 3, pp 188-198
TL;DR: This article investigated the attitudes of regular education teachers towards the implementation of inclusion in elementary and secondary school classrooms and found that most teachers support the practice of inclusion and possess a neutral consensus towards the practice as it relates to teaching assignment.
Abstract: 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.
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TL;DR: The authors developed 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.
Abstract: 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
182 citations
Cites background from "Teacher attitude towards inclusion ..."
...A better understanding of teacher attitude towards inclusion can assist in improving the learning environment (Ross-Hill, 2009)....
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TL;DR: This article investigated the attitudes of secondary teachers to inclusion in schools and found that teachers were pro-inclusion, conditional on adequate support and resources, with female teachers being more inclusive than their male colleagues.
Abstract: 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...
173 citations
TL;DR: This study identifies the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools and contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.
Abstract: 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 ...
145 citations
TL;DR: In this paper, a 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, and the results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disability and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education.
Abstract: 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.
145 citations
TL;DR: In this article, the authors explored the effect of teacher attitudes towards inclusion in classroom learning environments, and explored perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties.
Abstract: 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.
139 citations
Cites background or result from "Teacher attitude towards inclusion ..."
...This finding is contrary to that of other research which revealed that teachers were generally positive towards and felt confident about including SEN children and young people in their classrooms irrespective of years of teaching experience or age group taught (Ross-Hill 2009)....
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...Teachers need a strong personal commitment towards inclusive practice for this intervention to be successful, with attitude affecting both teaching approach and the type of classroom learning environment created (Grieve 2009; Ross-Hill 2009)....
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References
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TL;DR: This survey narrows the scope of the theory, because it identifies the limited conditions under which dissonance effects are most likely to arise; cognitive dissonance is not the product of opposing cognitions.
Abstract: Publisher Summary Cognitive dissonance occurs when a cognition that a person holds follows from the obverse of another. This chapter examines those relationships and proposes a new definition of cognitive dissonance. The state of the empirical findings to move toward a more comprehensive view of dissonance is reviewed in the chapter. When one understands what produces dissonance, it still needs further elaboration of the process to understand adequately the cognitive changes that ensue. The concept of dissonance must be differentiated into the concepts of dissonance arousal and dissonance motivation. It leads to the cognitive changes that are generally associated with cognitive dissonance. The integrative review of dissonance research is provided in the chapter. This survey narrows the scope of the theory, because it identifies the limited conditions under which dissonance effects are most likely to arise; cognitive dissonance is not the product of opposing cognitions. Dissonance theory concepts are applied to a broad range of phenomena so that the formulation remains exceedingly important.
894 citations
TL;DR: In this article, a study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion, and demonstrated that raising awareness of one disability may lead to changes in attitudes towards disabilities in general.
Abstract: A total of 274 preservice teacher education students were surveyed at the beginning and end of a one-semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when interacting with people with disabilities. The study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion. It also demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.
474 citations
TL;DR: In this article, a new model for understanding the role of the self in cognitive dissonance processes is presented. But the model is limited to the case where the self-standards are made accessible in the context of discrepant behavior.
385 citations
TL;DR: Investigation of the types of instructional strategies offered in mainstream classes found that the teachers with less positive attitudes used effective mainstream instructional strategies less frequently, and ANOVAs comparing teachers with positive attitudes toward mainstreaming and teachers with more positive attitudes indicated this.
Abstract: To investigate the types of instructional strategies offered in mainstream classes, we asked 127 mainstream teachers in Grades 1 through 8 to complete a self-evaluation concerning instructional strategies used in their general education classes. Also, each teacher completed questionnaires concerning their attitudes toward their own efficacy and toward mainstreaming. ANOVAs comparing teachers with positive attitudes toward mainstreaming and teachers with less positive attitudes indicated that the teachers with less positive attitudes used effective mainstream instructional strategies less frequently. Implications of these results in terms of recent educational initiatives resulting in increased inclusion programs are discussed.
284 citations
TL;DR: In this paper, the authors describe a change model that was developed and implemented over 3 years in two southern California school districts to promote inclusive practices, with the participants reporting benefits for students with disabilities, the general education student population, and educational practices of general and special educators.
Abstract: In this article, the authors describe a change model that was developed and implemented over 3 years in 2 southern California school districts to promote inclusive practices. A study documented the change process and the impact of related district and site activities through interviews with general and special educators, administrators, and parents. Findings from the study indicate that all sites moved toward inclusive practices, with the participants reporting benefits for students with disabilities, the general education student population, and educational practices of general and special educators. Approaches in implementing inclusive practices differed, however, resulting in significant variability among schools in services provided to students with special needs. Implications in moving toward inclusive practices are discussed, including factors perceived as contributing to the change process, the configuration of services provided, and issues related to sustaining inclusive efforts. The data suggest ...
213 citations