Teachers’ Attitudes towards Including Students with Emotional and Behavioural Difficulties in Mainstream School: A Systematic Research Synthesis

Abstract

Abstract. Previous research reviews on teachers' attitudes towards inclusive education have shown that students' types of special educational needs influences teachers' attitudes; these reviews have also indicated that, in terms of the inclusion of various groups, teachers are most negative about including students with behavioural problems. This article is a review of the research on teachers' attitudes towards inclusion with regard to students who have special educational needs. It specifically identifies evidence regarding teachers' attitudes towards the inclusion of students with emotional and behavioural difficulty (EBD). For this review, 15 studies, measuring teachers' attitudes from 15 countries, met the inclusion criteria. The results of this synthesis confirmed that most teachers hold negative attitudes towards the inclusion of students with EBD; however, this was not true in all countries. The results also highlight specific explanations for why teachers hold negative attitudes towards including students with EBD in their classrooms. The implication of this synthesis is that teachers feel that their prerequisites for successfully including students with EBD are not being met; this impracticability is most impactful when the teachers nevertheless try to include these students.

The Teacher’s Inclusive Culture: Assessing, Adjusting and Nurturing

“…Based on the findings from a study by Gidlund (2018), which engaged teachers from 15 different countries, some teachers believe that letting such children attend mainstream schools may create issues that it will not be possible to resolve without proper conditions being created for that (e.g., engaging other specialists, reducing the number of students per class, reducing teacher workload, and other measures.). It may be suggested that some of the conditions necessary for letting children with disruptive behavior learn in an inclusive classroom should be created by teachers themselves (e.g., organizing fun group activities that such children will like; putting one's charisma to use giving the child as much positive attention as possible; engaging the child in managing discipline in the classroom; engaging the child in drawing up rules of conduct).…”

The PRU: The Solution for Whom?

“…The educational quality in regular schools corresponds to the need for PRU placements. A review of students with emotional and behavioural difficulties (EBD) in mainstream schools that focused on teachers' attitudes toward including students with EBD in mainstream settings [15] is relevant here. PRUs' descriptions of their target groups often describe these students as having EBD.…”

“…In addition, these students often have neuropsychiatric diagnoses [2,9,16], and special education classes have been established for diagnoses such as ADHD [14]. Gidlund [15] found 15 studies from 15 countries that considered teacher attitudes and multiple student groups. In ten of these studies, students with EBD were considered by teachers to be the most difficult group to include in mainstream settings.…”

Does Mainstreaming Work? Teachers’ Perspectives on Inclusive Education

“…Vianello and Di Nuovo (2015), and Cottini (2017), present an overview of the most important research projects carried out in the field of inclusive education, in Italy and worldwide. Several studies investigate the opinions of different stakeholders, such as teachers, peers, and parents, about including all students in mainstream schools (Gidlung, 2018;Moalli et al, 2006;Vianello & Moalli, 2001;Balboni & Pietrabissi, 2000;Vianello, Mognato & Moalli, 2000;Cornoldi et al, 1998;Castellini, Mega & Vianello, 1995;Diamond, Le Furgy, & Blass, 1992;Vianello, 1990;Brunati & Soresi, 1990;Vianello, 1990;Bak & Siperstein, 1987;Mantovani, 1978). Other studies investigate the state of the art of school integration, strengths and weaknesses of the model and areas of potential development (Cottini, 2017;D'Alessio, 2011;Gherardini, Nocera, AIPD, 2000;Canevaro, D'Alonzo & Ianes, 2009).…”

“…The type of disability also impacts teachers' attitude: physical disabilities are considered less problematic than mental disabilities, and disabilities that are better known (such as Down Syndrome) tend to be considered less problematic than others. Teachers' attention is directed mostly towards behavioural aspects (Gidlung, 2018): in absence of behavioural issues, teachers' attitudes are more positive.…”