Attitudes of Teachers towards Inclusive Education in Finland

Autor/in	Saloviita, Timo
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01