Teachers’ concerns about inclusive education and the links with teachers’ attitudes

Abstract

The present research investigates teachers’ concerns about inclusive education and said concerns’ specific links with attitudes teachers have regarding this policy. More precisely, while the literature has already identified that teachers share distinct concerns regarding inclusive education (e.g., lack of resources, increased workload, appropriateness, or the difficulties associated with this policy), the first purpose of this exploratory study was to identify whether and how teachers specifically rank these concerns in terms of priority. Additionally, while teachers’ concerns can be negatively associated with attitudes toward inclusive education, the present study also sought to investigate the distinct manner in which teachers’ concerns predict these attitudes. A correlational study involving 508 French teachers was conducted indicating that teachers express the most concern about, by order of descending importance, resources, workload, difficulties, and appropriateness. Moreover, despite the fact that the latter factor was deemed least important, it most consistently predicted the voicing of negative attitudes by teachers toward inclusive education. This interesting paradox, as well as the implications and limitations of the present findings, are discussed.

Evaluating an inclusive program for promoting equal-status participation in classrooms with high sociolinguistic diversity: diversity valuation and multilingual cooperative activities

“…It is crucial to propose such examples, built in collaboration with teachers, and to empirically demonstrate their effectiveness in the context of diversity. Such results bring confidence to implement cooperative learning in classroom with large diversity and confidence is essential for teacher attitudes toward inclusive practices ( Desombre et al, 2019 ; Abramczyk and Jurkowski, 2020 ; Jury et al, 2023 ) and inclusive schools. Moreover, the inclusive program adopted a collective approach of classroom management, avoiding labels or categorization of targeted students.…”

“…To our knowledge, this program is the first to overcome status problems in classrooms with such large sociolinguistic diversity. Teachers are often skepticism and lack of confidence when they have to teach in such diverse classroom ( Jury et al, 2023 ). This study shows that such program can outcome status problems through cooperative activities.…”

Évolution des attitudes des enseignant·e·s vaudois·e·s envers l’intégration scolaire et de leur sentiment d’auto-efficacité entre 2016 et 2022

“…Par ailleurs, bien qu'il s'agisse de la vision des directions d'établissement, les procédures collaboratives introduites par le Concept 360° seraient perçues comme lourdes et chronophages et celles liées à l'octroi de mesures d'aide comme alourdies (Daeppen Benghali et al, 2023). L'augmentation de la charge de travail induite par l'intégration d'élèves ayant des BEP influençant négativement les attitudes (Jury et al, 2023 ;Warnes et al, 2022), il se peut aussi que la diminution significative de ces dernières soit expliquée par l'intensification et la complexification des exigences liées à la mise en oeuvre de l'école à visée inclusive. Par exemple, il est attendu des enseignant•e•s qu'ils•elles évaluent leurs élèves à des fins de sélection tout en étant attentif•ve•s à la diversité des besoins et à l'accès de l'enseignement à tou•te•s les élèves, générant un grand écart en matière de postures attendues.…”

“…2b CDPH). Si l'intégration scolaire est reconnue comme étant un mode de scolarisation adapté aux besoins de la plupart des élèves ayant des BEP (Sermier Dessemontet et al, 2012) sans entraver la réussite scolaire des autres élèves de la classe (Sermier Dessemontet et Bless, 2013), il semble qu'elle présente certains défis pour le corps enseignant, notamment au niveau de la formation, la charge de travail et les ressources (Jury et al, 2023 ;Warnes et al, 2022). L'enquête de Daeppen Benghali et al (2023) sur l'introduction du Concept 360° le confirme.…”

Exploring teachers’ perceptions when supporting learners with dysgraphia and dyslexia in a rural school

“…Literature has proposed solutions to mitigate teachers' negative attitudes toward inclusive education (Gülsün, Malinen, Yada & Savolainen, 2023;Jury, Laurence, Cèbe & Desombre, 2023;Lindner, Schwab, Emara, & Avramidis, 2023;Mudhar, Ertesvåg & Pakarinen, 2023). Research findings indicate that professional development programs can improve teachers' attitudes (Savolainen, Malinen, and Schwab, 2022).…”