Teachers' attitudes towards integration / inclusion: a review of the literature

School Enrollment among Children with Disability in Rural Eastern Ethiopia: A Community-Based Survey

“…Low school enrolment in general can be attributed to poverty [7,26], negative attitudes [7][8][9][10]12], unskilled and inadequate number of teachers being trained in special needs education [8,11,13,14], lack of budget and appropriate resources [5,14], inaccessible infrastructure and lack of options [2,14], teasing and bullying [7,12,14] which extend our findings.…”

“…The lack of preparedness in the school system and societal failure to cater for special needs children are the causes for the low enrollment. Embedded in the Societal factors associated with low enrollment include poverty [2,7] and negative attitude [7][8][9][10]. The school system also lacks adequate number of skilled teachers trained in special need education [8,[11][12][13], lack of budget and appropriate resources to provide streamlined education [5,14], and their infrastructures are not suitable for children with disability [2,14].…”

“…Embedded in the Societal factors associated with low enrollment include poverty [2,7] and negative attitude [7][8][9][10]. The school system also lacks adequate number of skilled teachers trained in special need education [8,[11][12][13], lack of budget and appropriate resources to provide streamlined education [5,14], and their infrastructures are not suitable for children with disability [2,14]. Teasing and bullying [7,12,14] and labeling [12,15,16] of children with disability by the school community is another source of barrier.…”

Using Educator Characteristics on Attitudes toward Inclusion to Drive Professional Development

“…Students with mild to moderate disabilities are included in classes whether or not the teacher holds the necessary attitudes to help that student achieve success. The teacher's attitude is the greatest determinant as to whether the student will be successful in school (Ahmmed, Sharma, & Deppeler, 2012; Avramidis, Bayliss, & Burden, 2000; Avramidis & Norwich, 2002). This research seeks to present four perspectives on how leaders at different levels can use the same information regarding educator attitudes towards inclusion to promote student learning and encourage professional development in the settings in which they lead.…”

When is the Integration of Students with Special Educational Needs Successful? - A Good Practice Example - School N.O. Brasov, Romania

“…There is research (Avramidis & Norwich, 2002;Newton et all, 2014) which shows that teachers' positive perception of pupils with disabilities or of inclusive education is a determining factor for their classroom behaviour. Attitudes towards the integration of pupils with special educational needs vary according to the type of school, type of disability of the child / pupil, distance from pupils (those who work directly with the pupils or indirectlyadministrators, counsellors, etc.).…”