Teacher Qualifications and Attitudes Toward Inclusion

Abstract

The inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.

Teachers’ Attitude Towards the Inclusion of Students With Disabilities in the Regular Classroom: The Case of Selected Primary Schools in South Gondar Administrative Towns-Ethiopia

“…This result is in line with the previous studies, such as Hastings and Oakford"s (2003), Cornoldi et al, 1998). Hsien, Brown and Bortoli (2009) which revealed teachers with more years of experience had more negative attitudes. In relation to the age levels of teacher analysis of variance showed that there was a statistically significant difference between their age levels that teachers had (F (3,257) = 11.364, P=.…”

Attitudes of Australian primary school teachers towards the inclusion of students with autism spectrum disorders

“…With increased numbers of students with a diverse range of disabilities entering mainstream education, the needs of both students and teachers have become an important focus for educational researchers. Literature reviews and research papers over the past five decades have highlighted the progression from negative to positive attitudes of teachers regarding the inclusion of students with disabilities within mainstream education (Avramidis and Norwich, 2002;Bowman, 1986;Hsien, Brown, and Bortoli, 2009;Levins, Bornholt, and Lennon, 2005;Rae, Murray, and McKenzie, 2010;Scruggs and Mastropieri, 1996;Soodak, Podell, and Lehman, 1998;Westwood and Graham, 2003). Over time teachers have voiced their attitudes towards the inclusion of students with disabilities from earlier beliefs supporting the inclusion of students with mild physical disabilities only, to the readiness of educators to accept most students with a wide range of physical disabilities.…”

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

“…An additional barrier to the successful implementation of inclusion is the lack of teacher education in this area (Forlin & Chambers, 2011). General education teachers have expressed concerns about their ability to implement inclusive practices and Hsien, Brown, and Bortoli (2009) state that teachers have reported low levels of confidence in regard to planning and implementing necessary modifications. Teacher education is believed to play a significant role in preparing teachers to implement inclusive practices (Florian, 2014).…”