Literaturnachweis - Detailanzeige
Autor/in | Saloviita, Timo |
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Titel | Attitudes of Teachers towards Inclusive Education in Finland |
Quelle | In: Scandinavian Journal of Educational Research, 64 (2020) 2, S.270-282 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Saloviita, Timo) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-3831 |
DOI | 10.1080/00313831.2018.1541819 |
Schlagwörter | Foreign Countries; Teacher Attitudes; Inclusion; Mainstreaming; Special Education Teachers; Work Attitudes; Self Efficacy; Students with Disabilities; Elementary School Teachers; Secondary School Teachers; Special Needs Students; Readiness; Gender Differences; Age Differences; Advocacy; Finland Ausland; Lehrerverhalten; Inklusion; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Work attitude; Arbeitshaltung; Self-efficacy; Selbstwirksamkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Grundschule; Volksschule; Sonderpädagogischer Förderbedarf; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Sozialanwaltschaft; Finnland |
Abstract | Positive teacher attitudes are essential for success when children with special educational needs (SEN) are placed into mainstream classrooms. The present study surveyed teachers' attitudes towards inclusion by using a large national sample and Teachers' Attitudes towards Inclusion Scale (TAIS). A total of 1,764 Finnish basic-school teachers participated in the e-mail survey. They included 824 classroom teachers, 575 subject teachers and 365 special-education teachers. The classroom teachers scored below and the subject teachers significantly below, the neutral midpoint of the scale. The special-education teachers' mean scores were above the midpoint. About 20% of teachers were strong opponents of inclusion, and 8% were strong advocates. The attitudes towards inclusion had only weak associations with variables other than the teacher category. Teachers' work orientation and self-efficacy had low associations with their attitudes towards inclusion. The results illustrate the attitudinal climate of teachers towards inclusion and indicate the existing potential for policy change. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |