Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities

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 aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.MethodSeventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.ResultsFour teacher attributes—age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.ConclusionThe current study further 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.

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

“…Teachers' sense of their ability to teach students with disabilities should also be addressed. As teachers become more confident in their teaching skills, they become more comfortable accepting children with disabilities in their classroom and adapting their teaching methods to include a variety of learning styles (Vaz et al, 2015). Thus, pre-service education programs should be required to provide opportunities for student teachers to engage directly and teach students with disabilities, and training on the principles and benefits of inclusive education should be included throughout preservice programs.…”

Pre-service Teachers with Disabilities: Challenges and Opportunities for Directors of Student Teaching in Western Canada

“…We sought to explore both factors specific to the individuals (e.g., gender, years of experience, having disabilities or having experience with people with disabilities) as well as factors related to the broader environment (e.g., university-based supports, knowledge of provincial laws) shown in past research to be relevant to interactions with people with disabilities in educational settings (Barr and Bracchitta, 2012;Sokal & Sharma, 2014;Vaz, Wilson, Falkmer, Sim, Scott, & Cordier, 2015). In addition, we asked specific questions about barriers and supports for successful practica for students with disabilities on the current educational context.…”

The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

“…It is generally accepted in mainstream schools to advocate for the inclusion of disabled students with special educational needs in regular classrooms, however advocacy does not always lead to implementation (Florian, 2014;Vaz et al, 2015). Forbes (2007) for example, discusses a policy/practice divide that is perpetuated and shows that there are few references to processes that have been implemented in order for inclusion to be successful.…”