Teachers’ attitudes towards inclusion in high schools
Datos Bibliográficos
| ID | 23315656 |
|---|---|
| Autores | Christopher Boyle (0000-0001-6196-7619, Monash University, autor de correspondencia), Keith J Topping (0000-0002-0589-6796, University of Dundee), Keith Topping, Divya Jindal-Snape, D Jindal‐Snape (0000-0003-3851-3381, University of Dundee) |
| Año | 2013 |
| Volumen | 19 |
| Número | 5 |
| Páginas | 527-542 |
| Fecha de publicación | 2013-10-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Teachers and Teaching (JOURNAL) |
| Identificadores de la revista | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2013.827361 |
| OpenAlex | W1998719330 |
| Idioma | EN |
| Citas recibidas | 59 |
| Referencias citadas | 33 |
This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. Head Teachers (School Principals) were the most inclusive group overall, followed by Deputy Head Teachers (Vice-Principals). Both were significantly more inclusive than teachers. There was no significant difference between practical and non-practical subjects, but there were differences between departments, with the Special Needs/Support for Learning department being the most inclusive. After the first year in teaching, there was a significant negative change in the attitude towards inclusion. However, length of service was not a significant factor in attitude. Whilst 68% of teachers indicated that they had no qualification in special education, studying for a module in special education after qualifying had a significantly positive impact on attitudes to inclusion. These findings suggest that inclusive education policies have to be more in tune with the views of practising teachers in order to work effectively. Suggestion is also made of the importance of studying inclusive education effectively at the teacher-training stage, and this finding has implications for how institutions prioritise inclusive education.
Head teachers · Inclusion (mineral) · Mainstream · Mainstreaming · Mathematics education · Medical education · Pedagogy · Political science · Positive attitude · Special education · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies
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A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education
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Überzeugungen und Selbstwirksamkeitserwartungen zum inklusiven Unterricht bei (angehenden) Lehrkräften
Do teachers’ inclusion-related attitudes and self-efficacy promote academic achievement? Results of a longitudinal study
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Beliefs about inclusive teaching, motivation, and self-efficacy among preservice teacher candidates in the second phase of teacher education in Germany
Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana
A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms
I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education
The relationship between school administrators’ attitudes towards inclusive education and schools’ efficiency towards inclusion practices
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Effects of individual- and school-level factors on Cambodian teachers’ attitudes towards inclusion
An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education
Research trends in inclusive education for students with disabilities
Further development of the Teacher Attitudes to Inclusion Scale
Making explicit pre-service teachers’ implicit beliefs about inclusive education
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Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey
Measuring the use of inclusive practices among pre-service educators
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Developing pre-service physical education teachers’ competencies and attitudes
Attitudes and self-efficacy as buffers against burnout in inclusive settings
Attitudes of teachers in Bulgarian kindergartens towards inclusive education
Inclusive education a “rhetoric” or “reality”? Teachers' perspectives and beliefs
Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education
Factors Influencing Chinese Teachers’ Perceptions of Students with Special Education Needs
Variables influencing teachers’ attitudes towards disability at different educational stages
In-Service Teachers’ Attitude Towards Inclusive Education in Pakistan
Special education teachers’ experienced burnout and perceived fit with the professional community
Teachers' Perceptions of Inclusion in a Pilot Inclusive Education Program
Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe
Development of a Scale to Measure Attitudes toward Inclusive Education
Regular primary schoolteachers’ attitudes towards inclusive education
Inclusive Educational Practices
Inclusion in Mexico
Removing barriers to achievement
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
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Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators
Greek teachers’ belief systems about disability and inclusive education
Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school
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A power primer
| Obras citantes distintas | 59 |
|---|---|
| Citas por año | 5,36 |
| Intervalo de citas | 2015 - 2026 (12) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 57 |