Psychometric Properties of the Revised Teachers' Attitude Toward Inclusion Scale

Monsen, Jeremy J.; Ewing, Donna L.; Boyle, James

doi:10.1080/21683603.2014.938383

Cited by 27 publications

(33 citation statements)

References 18 publications

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“…Given this analysis, we can conclude that the right to education encompasses the right to an inclusive education, since it is established as a mechanism to guarantee human rights, equal opportunities, and justice [57]. The implementation of educational inclusion involves working on issues such as social justice and equal opportunities [58][59][60]. This aspect is reinforced in the PISA 2015 report, which refers to two fundamental pillars for responding to equity: equal opportunities and educational inclusion.…”

Section: Equal Opportunities: Differences Between Integration and Incmentioning

confidence: 99%

Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model

2020

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Equal opportunities is an objective to be achieved in a sustainable society, as formulated by various sustainable development objectives. Inclusive education refers to the right of all people to education, guaranteeing the presence, participation, and progress of all students and, above all, equal opportunities. However, today, it is a dual and controversial issue, as it appears among the strategies and objectives planned at international and European levels, but its application and real development is still far from being a right with guarantees. Moreover, the concept of integration remains in most areas and many education policies. Therefore, the objective of this work is to establish which integration and inclusion measures favor equal opportunities. The study offers, as a major novelty, the results of empirical research, which provides a scientific framework to this process of equal opportunities. It is approached from the perspective of teaching staff with a sample of 133 professionals. The results are analyzed through factorial analysis and multiple linear regression. The results show that the aspects related to inclusion (measures of attention to diversity, high knowledge about inclusion, and adapting the system to inclusion) have a significant positive effect. The integration of students reduces equal opportunities in a statistically significant way. The results are of interest for educational policies and for decision-making and strategies to achieve sustainability and inclusion in the school environment.

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Section: Equal Opportunities: Differences Between Integration and Incmentioning

confidence: 99%

Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model

2020

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“…Although questionnaires that were specifically targeted at teachers of preschool, secondary school or higher education were excluded from the review, some of the included papers presented questionnaires that were suitable for use across a range of ages. Three were administered to primary (or elementary) school teachers only (de Boer et al, 2012;Monsen, Ewing, & Boyle, 2015;Sharma & Desai, 2002), six were administered to both primary and secondary school teachers (Antonak & Larrivee, 1995;Bailey, 2004;Forlin et al, 2011;Hastings & Oakford, 2003;Mahat, 2008;Wilczenski, 1995), and two of these were additionally administered to preschool teachers (Bailey, 2004;Forlin et al, 2011). Two of the questionnaires were administered to pre-service teachers (Forlin et al, 2011;Hastings & Oakford, 2003), while the remainder were administered to practicing teachers.…”

Section: Description Of Included Questionnairesmentioning

confidence: 99%

Teachers’ attitudes towards inclusive education: a critical review of published questionnaires

Ewing

Monsen

Kielblock

2017

Educational Psychology in Practice

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Teacher attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes toward Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion

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“…Such an inclusion is impossible without the right attitude of teachers toward inclusion (Antonak & Livneh, 2000;de Boer et al, 2012). Research has reported that teachers' attitudes vary considerably; what they include in their classroom and how they do so (Nowicki & Sandieson, 2002;Monsen et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Multidimensional Attitude Towards Inclusive Education

Noreen

Intizar²,

Gulzar

2019

UER

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Inclusion in education is essential for educating students with special needs. The basic pillars of inclusive education are teachers who play a key role in the social acceptance of special children and provide them social support without any distinction. It is crucial for all teachers in inclusive education to welcome special students and provide them with equal educational opportunities and environment. The current research aimed to investigate the affective, cognitive and behavioral aspects of teachers' attitudes within the domain of inclusive education regarding physical, social and curricular inclusion using the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) developed by Mahat (2008) and their effects on special children's learning. It was hypothesized that general education teachers who deal with mainstream students have more negative attitudes towards inclusive education as compared to special education teachers. A sample of 280 teachers was drawn from the primary and secondary inclusive schools of Punjab (Pakistan). The results were processed via SPSS-21. The study brings forward the measurement of teachers' multidimensional attitudes towards inclusive education.

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Psychometric Properties of the Revised Teachers' Attitude Toward Inclusion Scale

Cited by 27 publications

References 18 publications

Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model

Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model

Teachers’ attitudes towards inclusive education: a critical review of published questionnaires

Teachers’ Multidimensional Attitude Towards Inclusive Education

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