Teacher Qualifications and Attitudes toward Inclusion

Autor/inn/en	Hsien, Michelle; Brown, P. Margaret; Bortoli, Anna
Titel	Teacher Qualifications and Attitudes toward Inclusion
Quelle	In: Australasian Journal of Special Education, 33 (2009) 1, S.26-41 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
DOI	10.1375/ajse.33.1.26
Schlagwörter	Inclusive Schools; Early Intervention; Teacher Qualifications; Disabilities; Teacher Attitudes; Special Education; Mainstreaming; Foreign Countries; Attitude Measures; Special Needs Students; Australia + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Lehrqualifikation; Handicap; Behinderung; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Sonderpädagogischer Förderbedarf; Australien
Abstract	The inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10