Teachers’ attitudes towards inclusion in high schools
Dados Bibliográficos
| ID | 23315656 |
|---|---|
| Autores | Christopher Boyle (0000-0001-6196-7619, Monash University, autor correspondente), 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) |
| Ano | 2013 |
| Volume | 19 |
| Fascículo | 5 |
| Páginas | 527-542 |
| Data de publicação | 2013-10-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Teachers and Teaching (JOURNAL) |
| Identificadores do periódico | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2013.827361 |
| OpenAlex | W1998719330 |
| Idioma | EN |
| Citações recebidas | 59 |
| Referências 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 comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms
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An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education
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Further development of the Teacher Attitudes to Inclusion Scale
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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
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Special education teachers’ experienced burnout and perceived fit with the professional community
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Development of a Scale to Measure Attitudes toward Inclusive Education
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Inclusive Educational Practices
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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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Educational psychology and the effectiveness of inclusive education/mainstreaming
A power primer
| Obras citantes distintas | 59 |
|---|---|
| Citações por ano | 5,36 |
| Intervalo de citações | 2015 - 2026 (12) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 57 |