Teachers’ attitudes towards inclusive education: a critical review of published questionnaires

Ewing, Donna L.; Monsen, Jeremy J.; Kielblock, Stephan

doi:10.1080/02667363.2017.1417822

Cited by 92 publications

(68 citation statements)

References 22 publications

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“…These results support the finding of Hellmich et al (2019) indicating no significant relationship between self-efficacy beliefs and self-reported teaching practices. However, the lack of significant effect in the present study could be due to the unidimensional assessment of attitudes toward inclusion with the ORI questionnaire (Ewing et al, 2018). Whereas the cognitive component of teachers' attitudes toward inclusion might not be represented in teachers' behavior, behavioral and affective components of teachers' attitudes toward inclusion are probably more strongly related to teacher behavior.…”

Section: Discussioncontrasting

confidence: 70%

“…Third, the missing significant relationship between teachers' attitudes toward inclusion and their classroom management practices could be caused by the unidimensional assessment of teachers' attitudes. Recent studies strongly recommend considering not only the cognitive component, but also the affective and the behavioral (de Boer et al, 2012;Ewing et al, 2018). Fourth, the sequential assessment of the student social acceptance and the teachers' classroom management is only one element in favor of a causal relationship between these variables.…”

Section: Discussionmentioning

confidence: 99%

“…Teacher attitudes toward inclusion were assessed using the Opinions Relative to the Integration of Students with Disabilities questionnaire (ORI; n = 34, Min = 73, Max = 130, M = 102.21, SD = 13.1, 25 items, Cronbach's alpha = 0.85). The questionnaire was translated and the terminology and the labels of the factors were adapted (i.e., integration, disability) to make it more suitable in the contemporary Swiss context (Ewing et al, 2018) and the specific setting of regular classes attended by students with an intellectual disability. The ORI questionnaire consists of four factors (Antonak and Larrivee, 1995).…”

Section: Measures Teacher Attitudes Toward Inclusionmentioning

confidence: 99%

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Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

et al. 2020

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Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current research suggests that affect-motivation dispositions, such as teacher attitudes, are related to teaching practices, which in turn are associated with student outcomes. This longitudinal study examines, on an individual level, the relationship between social behavior and the social acceptance of students. On a classroom level, the extent to which a teacher’s attitudes toward the inclusion of students with special educational needs affects their classroom management (i.e., implementation of clear rules and successful time management) is analyzed. In addition, the effect of teacher attitudes toward inclusion and classroom management on social acceptance in the classroom is investigated. The social acceptance of a sample of 580 students in 34 inclusive classrooms was assessed at the beginning and the end of the school year. In addition, student social behavior was rated by peers at the beginning of the school year. Teachers (n = 34) were asked about their attitudes toward inclusion at the beginning of the school year. One mathematics lesson in each classroom was videotaped to assess the teachers’ classroom management practices. Multilevel structural equation models revealed a positive relationship between student social behavior and their social acceptance in the peer group. Contrary to expectations, teachers’ attitudes toward inclusion did not predict their classroom management practices (i.e., implementation of clear rules and successful time management). As hypothesized, teachers’ classroom management predicted the level of social acceptance in the classroom, whereas teachers’ attitudes toward the inclusion of students with special educational needs did not. The study results are discussed in light of previous findings and implications for teacher education are described.

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Section: Discussioncontrasting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Section: Measures Teacher Attitudes Toward Inclusionmentioning

confidence: 99%

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Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

et al. 2020

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“…Inclusive education is based upon the concept that all schools without any reluctance and objections provide for the needs of all students irrespective of their level of ability or disability, hence children with or without disability are entertained with equal social benefits of education (Flem & Keller 2000;de Boer, Timmerman, Pijl & Minnaert, 2012. The idea of inclusive education is based on the fact that schools should not only offer admission to every child who walks through their doors but should also ensure their equal status in the classroom regarding social acceptance and respect while catering for their special needs (Clark & Mayer, 2016;Ewing, Monsen & Kielblock, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Multidimensional Attitude Towards Inclusive Education

Noreen

Intizar²,

Gulzar

2019

UER

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Inclusion in education is essential for educating students with special needs. The basic pillars of inclusive education are teachers who play a key role in the social acceptance of special children and provide them social support without any distinction. It is crucial for all teachers in inclusive education to welcome special students and provide them with equal educational opportunities and environment. The current research aimed to investigate the affective, cognitive and behavioral aspects of teachers' attitudes within the domain of inclusive education regarding physical, social and curricular inclusion using the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) developed by Mahat (2008) and their effects on special children's learning. It was hypothesized that general education teachers who deal with mainstream students have more negative attitudes towards inclusive education as compared to special education teachers. A sample of 280 teachers was drawn from the primary and secondary inclusive schools of Punjab (Pakistan). The results were processed via SPSS-21. The study brings forward the measurement of teachers' multidimensional attitudes towards inclusive education.

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“…According to scientific knowledge, a positive attitude enhances teachers' professional curiosity, motivates them to critically evaluate new information and improve their pedagogical approach (Briñol & Petty, 2005). It enables them to overcome current professional challenges, such as creative organization of learning in the classroom, formation of competent and positively oriented relationships with the partners involved, that is, students, colleagues, and parents, adequate response to students' behavior, satisfaction with their professional responsibilities, and adequate assessment of the quality of work performance (Brooks & Goldstein, 2007;Ewing, Monsen, & Kielblock, 2017).…”

Section: The Importance Of Teachers' Attitudes and The Factors Of Thementioning

confidence: 99%

Interconnections Between Teachers’ Attitude And Inclusive Education

Pavitola¹,

Bethere²,

Usca³

2019

The European Proceedings of Social and Behavioural Sciences

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The study focuses on teachers' attitudes as a key element in ensuring optimal teaching and learning process. The topicality of the study is justified by the shortcomings in the reforms of the national education system related to the implementation of inclusive education, where one of the most important factors is the insufficient competence of teachers. The purpose is to study the teachers' subjective self-assessment of attitudes towards the implementation of the inclusive education in the context of a three-dimensional model, which includes the affective, behavioural and cognitive indicators of attitude. The research questions are:(1) How do attitudinal components affect teachers' involvement in inclusive education? and (2) What components of attitudes need to be updated in teacher education? A quantitative research methodology, based on correlational research design, is used to address the topic and the survey Attitudes towards Teaching All Students (ATTAS-mm) was employed. For statistical analysis a method of descriptive statistics, Kruskal-Wallis test, and Mann-Whitney test was applied. The study involves teachers with different backgrounds, professional qualifications and involvement in inclusive education. The results confirm that the affective and behavioural dimensions of the attitudes reveal a prevailing positive attitude and the readiness to create an accepting learning environment, whereas the cognitive dimension confirms the negative attitude. Improvement of the content of teacher study programs is necessary to prevent the development of such negative attitudes.

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Teachers’ attitudes towards inclusive education: a critical review of published questionnaires

Cited by 92 publications

References 22 publications

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

Teachers’ Multidimensional Attitude Towards Inclusive Education

Interconnections Between Teachers’ Attitude And Inclusive Education

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