The attitudes of teachers towards inclusive education in Vojvodina

The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. “Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion.” Early Childhood Research Quarterly 13 (1): 107–131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an inclusive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices.     

Attitudes of parents towards inclusive education: a review of the literature

The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including the availability of services in regular schools and individualised instruction. Several variables were found which relate to parents’ attitudes, such as social‐economic status, education level, experience with inclusion and type of disability. No studies examined the effects of parental attitudes on the social participation of children with special needs. The importance of positive parental attitudes is elaborated in the discussion.     

The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study

This study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. For the purposes of the research, the self-efficacy construct was applied specifically to working with students who have inclusive educational needs. The study sought to determine whether there were differential effects of the two approaches – one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course. The implications of the findings are discussed for the design of mandatory inclusive education courses.     

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Teachers’ attitudes have been identified as being vital to the success of inclusive education (IE). With pre-school student populations becoming increasingly diverse, and many children experiencing this as their first involvement in formal education, the attitudes towards IE of pre-school teachers are more important than ever. This study investigated pre-service pre-school teachers in an attempt to identify the factors that contribute to the formation of positive attitudes towards IE in this population. Participants were 139 undergraduate and postgraduate early education students studying at a metropolitan university in Australia. Results indicated that participants generally held positive attitudes towards IE, despite having concerns regarding their ability to implement the construct. Attitudes did not significantly vary through years of study of the undergraduate degree; however, postgraduate participants reported significantly lower attitudes. While those who completed a tertiary-level unit on IE were significantly more likely to display positive attitudes, neither personal experience with persons with special needs nor practical classroom experience significantly influenced attitudes. Experience, however, was found to significantly increase perceptions of self-efficacy. Findings imply the presence of unique factors associated with the attitudes of pre-service pre-school teachers. Implications for the structure of pre-service pre-school education programmes and directions for future research are discussed.     

Opportunities for a democratic pedagogy: a comparative study of South African and Swedish teachers' attitudes to inclusive education

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.     

Principals' and teachers' attitudes and knowledge of inclusive education as predictors of effective teaching practices in Ghana

Surveys and observations were undertaken in selected primary schools in Ghana to determine whether principals' and teachers' attitudes towards and knowledge of inclusive education, as well as principals' expectations of teachers in implementing inclusion, were predictors of effective teaching practices in their classrooms. The sample of 128 educators (20 principals and 108 teachers) drawn from 20 primary schools in two districts, were required to respond to questionnaire measures of Attitude Towards Inclusive Education Scale (ATIES), Knowledge of Inclusive Education Scale (KIES) and Principals' Expectations Scale (PES). Of the total number of teachers ( N  = 108), 37 were observed during instructional delivery in their classrooms. The data were analysed by a variety of statistical procedures including Regression Analysis and Discriminant Function Analysis. In the context of the Theory of Planned Behaviour (Ajzen, 1985), the results showed that whilst attitudes towards inclusion (attitude element) and knowledge of inclusion (perceived behavioural control element) predicted effective teaching practices, principals' expectations (subjective norm) did not. Implications for the implementation of effective inclusive practices in Ghanaian schools and the need for future research are discussed.     

Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education

As education systems worldwide embrace inclusive education in some form, pre-service teachers need to be prepared to be pedagogically responsive to diverse students and learning needs. While much learning for inclusion takes place in course work in higher education institutions, field experiences, including practicum placements, can complement this learning. Using Loreman's [2010a. “Essential Inclusive Education-Related Outcomes for Alberta Preservice Teachers.” The Alberta Journal of Educational Research 56 (2): 124–142] seven areas of essential learning for inclusion, with the addition of Waitoller and Kozleski's [2010. “Inclusive Professional Learning Schools.” In Teacher Education for Inclusion, edited by C. Forlin, 65–73. London: Routledge] idea of ‘critical sensibilities’, this article considers the extent to which a practicum experience in a special school might contribute to learning for inclusion. The main findings of a small-scale qualitative study with 15 South African pre-service teachers suggest that the practicum placement exposes them to children with disabilities and learning difficulties, resulting in a growth of understanding of their learning needs. It also enhances pre-service teachers' ability to plan lessons and draw on a range of instructional strategies to enable learning for all. For some pre-service teachers, however, the practicum convinced them of the benefits of separate special education and the unfeasibility of inclusion. We conclude that a special school practicum has value for pre-service teachers, provided that opportunities are made available for critical engagement with the potential for both inclusion and exclusion of students with special educational needs in different types of school.     

Student teachers' attitudes and beliefs about inclusion and inclusive practice

The beliefs and attitudes of teachers are an important element in the development of inclusive education and its associated practices. Teacher education is seen as crucial in helping to develop positive attitudes and beliefs that are thought to promote inclusion, although attempts to reform teacher education in order to address issues of inclusion are complex. The paper reports the findings from a set of surveys that studied student teachers' attitudes to, and beliefs about, inclusion and exclusion at the beginning and end of a newly reformed 1‐year professional graduate diploma course at the University of Aberdeen, which places inclusion at the heart of the programme. The findings from the surveys indicate that both primary and secondary student teachers' attitudes and beliefs towards the principles of inclusive education remain positive throughout the course and are largely undiminished by school experience. This contradicts some findings that are reported elsewhere, where attitudes and beliefs become more negative following experience in schools. Findings from this study also show that attitudes, beliefs and understandings of the principles of inclusion are enhanced by consideration of the ideas underpinning ‘Learning without Limits’.     

Attitudes of preschool and primary school pre-service teachers towards inclusive education

Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion.     

Developing inclusive practice: teacher perceptions of opportunities and constraints in the Republic of Ireland

There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice relies to a large extent on teacher knowledge, skills, understanding, capacity and attitudes. This exploratory study aimed to gather information on teachers' attitudes about inclusion, and perceived constraints in creating inclusive learning environments. A range of schools from urban, semi-urban, provincial and rural backgrounds were included and data were collected using semi-structured interviews (n?=?24) including all principals, class teachers and support staff in the participating schools. Teachers recognised the challenge of responding appropriately to diversity within schools and are generally supportive of the principle of inclusion. However, there are clear concerns around their individual capacity and the capacity of their schools to develop inclusive learning environments. A positive school ethos was a significant factor in ensuring inclusive practice. International research indicates that the complex mix of positive teacher beliefs combined with fears and perceived inadequacies is quite common in the evolution of practice towards inclusive learning environments.     

Special and inclusive education in the Eastern Caribbean: policy practice and provision

The countries of the Eastern Caribbean have for more than a decade been committed to the implementation of a common educational reform strategy. At the heart of this strategy has been the policy of 'education for all', which includes establishing educational support services for children with special educational needs. In the past, many disabled children and children with learning difficulties have been excluded from the education system in these countries. For many more children, attendance at school has not given meaningful access to educational opportunities. This article discusses research carried out by the authors and reports on the implementation of the Reform Strategy and on the barriers to inclusive education that persist in the region.     

A Disability Rights in Education Model for evaluating inclusive education

Current models for evaluating inclusive education programs tend to examine surface‐level stricture of day‐to‐day practices in the organization and operation of schools and also lack significant input from disabled people. In response, the authors have developed a DRE Model to understand and evaluate effective Inclusive Education that is derived from reports of international consumer organizations such as Disabled People’s International, Inclusion International, and the World Institute on Disability. The DRE Model draws from the interdisciplinary field of disability studies and is based on the philosophy that disability must be approached in its full social dimension as one of the central elements in every culture’s response to the full range of human difference. Conceptually, the DRE Model allows people to look at developments in Inclusive Education across widely disparate local and international contexts. An inclusive education project in Lesotho is described and analysed to explain the DRE Model’s dynamic processes more concretely, and to demonstrate its potential utility for evaluation and future planning.     

Confucian philosophy and contemporary Chinese societal attitudes toward people with disabilities and inclusive education

This article focuses on the Chinese traditional culture, specifically Confucian philosophy, and analyses four core concepts of Confucianism which include ‘ren’ (Benevolence), ‘Jun zi’ (Superior man), ‘Tian ming’ (heaven’s mandate), and ‘Xiao ti’ (Filial piety and fraternal love). Based on these core concepts, this study explores how social attitudes in China (and among Chinese people living in other countries) toward people with disabilities are formed and influenced by Confucian philosophy, and how they impact the education of people with disabilities. It suggests that the related social attitudes of sympathy, rights awareness, and criteria of success, especially school performance in this case, can have both positive and negative impacts on inclusive education for children with disabilities. Strategies are suggested for encouraging attitude change, when appropriate, in order to facilitate special education and inclusion and how to do so in a manner that is culturally respectful of the core beliefs based on Confucianism.     

Teacher attitudes towards inclusive education in Finland and Brandenburg,Germany and the issue of extra work

Positive teacher attitudes are considered an important prerequisite for the successful inclusion of students with special educational needs in the mainstream classrooms. This study surveyed teacher opinions about inclusion in Finland (N?=?298) and Brandenburg, Germany (N?=?163), two educational systems in which the number of students transferred to segregated special education is exceptionally high in international comparison. For the measurement of attitudes, a 10-item scale, teachers’ attitudes towards inclusive education, was used. The results showed that Finnish teachers were more positive towards inclusion than Brandenburg teachers (d?=?0.46). The Brandenburg teachers were especially worried about the extra work caused by inclusion. This concern was possibly related to the different structures of educational organisation. Additional support services were more easily available for the Finnish teachers than for their Brandenburg colleagues. It is argued that teachers’ concerns should be addressed to promote inclusion in schools.     

The role of collaboration in a comprehensive programme design process in inclusive education

This study focused on the role of collaboration in a comprehensive programme design process in inclusive education. The participants were six members of an inclusive education team and an educational designer who together comprised the design team. The study examined whether collaboration was evident in the practice of programme design and associated institutional processes. This was determined through an examination of institutional documents and reflections on collaborative practice provided by design team members in semi-structured interviews about their experiences. The study found that designing the programme collaboratively was more time intensive and at times challenging but ultimately produced a more coherent programme with transparent design, structure and content for students and teachers.     

SEN students' inclusion in Greece: factors influencing Greek teachers' stance

The present study, based on recent research in secondary education schools in Greece, aimed at recording Greek teachers' attitudes towards inclusion and determining the factors that enhance positive attitudes or negative ones. The findings of this research confirm that Greek teachers, despite obvious infrastructural and institutional hindrances, favour SEN students' inclusion, and this attitude is strengthened when specialised knowledge, further training and incentives for acquiring professional qualifications are provided to teachers.     

Confidence in their own ability: postgraduate early childhood students examining their attitudes towards inclusive education

This study explores reflections of a group of postgraduate early childhood students in relation to their self‐reported attitudes towards inclusive education. Participant self‐reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the Concerns about Inclusive Education Scale (CIES). Data were collected at the commencement and conclusion of a university unit focused on difference and disability. Within this unit, participants undertook individual self‐directed projects in which they identified, researched and provided recommendations to address issues of particular concern to them in relation to inclusive early childhood education. Participants’ written reflections were also examined in the context of the quantitative data in order to provide greater insight into the changing attitudes of pre‐service early childhood teachers over the course of one university semester. The findings of this provide some evidence to suggest that engaging in self‐reflection on attitudes and beliefs, along with developing practical skills for educating children of diverse abilities, may lead to more positive views of inclusive education. Furthermore, the importance of developing confidence in the ability to teach all children is highlighted through the student comments and responses to the ATIES and CIES.     

中国城市和农村小学教师对融合教育态度的比较研究

This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education. The results indicated that, (1) teachers’ attitudes are composed of three dimensions: positive and negative effects of inclusion, and benefits of segregated special education; (2) most surveyed teachers demonstrated positive attitudes toward segregated special school education while supporting inclusion; (3) rural and urban teachers held significantly different attitudes toward inclusion, and urban teachers were more negative toward inclusion than rural ones; and (4) teachers’ attitudes were not essentially influenced by resources, teaching years or relevant special education training.      

Educational justice for all: the capability approach and inclusive education leadership

Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district's practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included.     

Excellence for all children false promises! The failure of current policy for inclusive education and implications for schooling in the 21st century

This paper argues that the claims of current UK education policy, for children with special educational needs (SEN) toprovide excellence and equality of opportunity, are false. Critically examined are issues of social justice and equity in relation to the work of disability theorists and this critique is then applied to recent policy in education, in particular the Green Paper Excellence for All Children; Meeting Special Educational Needs, to demonstrate that as long as the organization of schooling, the curriculum, and assessment and testing procedures remain unchallenged, equal educational opportunity will remain amyth. In conclusion, having shown that the central energy in educational change seems to be devoted to perpetuating the status quo, thus reinforcing inequality and discrimination and precluding excellence for all children, this paper attempts toset anew agendafor the 21st century that might possibly offer agenuine entitlement for all children to an equal educational opportunity. Although the paper is centrally concerned with a critique of policy in the UK, it is believed that the implications have international relevance as they are fundamental issues relating to human rights and equity.