Teacher Attitudes towards the Inclusion of Students with Support Needs

Autor/in	Saloviita, Timo
Titel	Teacher Attitudes towards the Inclusion of Students with Support Needs
Quelle	In: Journal of Research in Special Educational Needs, 20 (2020) 1, S.64-73 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saloviita, Timo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12466
Schlagwörter	Foreign Countries; Resource Teachers; Special Education Teachers; Teacher Attitudes; Inclusion; Special Needs Students; Self Efficacy; Student Centered Learning; Age; Sex; Barriers; Educational Resources; Finland + Suchen Sie Ihr Suchwort? Ausland; Lehrpersonal; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Inklusion; Sonderpädagogischer Förderbedarf; Self-efficacy; Selbstwirksamkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Alter; Lebensalter; Geschlecht; Geschlechtsverkehr; Bildungsmittel; Finnland
Abstract	Teachers' positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in-classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal variables, including self-efficacy and child-centredness, and demographic variables, including age and gender, were also associated with attitudes towards inclusion. It is argued that vicious circle exists between resources and teacher attitudes. The negative climate towards inclusion prevents the legislation that would guarantee adequate resources for mainstream teachers who have students with support needs in their classrooms. The lack of legal guarantees, in turn, prevents negative teacher attitudes towards inclusive education from changing. Although the overall progress in inclusive education is tied to the development of cultural values, the promise of more inclusion in schools goes hand-in-hand with the availability of adequate resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01