Teachers’ Attitudes towards Inclusive Education at Greek Secondary Education Schools

Abstract

Advocates of inclusive education believe in the right of all learners to education and the many benefits it delivers. Teachers’ attitudes and beliefs toward inclusive education are instantly reflected in their classroom activities and practices. This research will concentrate on special and general education teachers in Greek secondary schools. It will investigate their attitudes toward inclusive education and how these attitudes alter as a consequence of variables such as age, gender, teaching experience, and inclusive education training. Quantitative, main, and correlational research was obtained between groups using a non-experimental technique. The sample was taken from 307 educators, who were almost equally divided between general and special education. The SACIE-R questionnaire was used to assess teachers’ attitudes toward inclusive education. The outcomes of the research demonstrated that attitudes toward inclusive education were impacted by the kind of special education received, as well as age and general education teaching experience. Furthermore, positive attitudes were impacted by gender, but negative sentiments and concerns were influenced by general education and special education teaching experience. Finally, the study revealed low levels of negative sentiments, medium levels of concerns, and high levels of favourable attitudes toward inclusive education.

Teachers' emotional intelligence as a predictor of their attitude, concerns and sentiments about inclusive education: teacher professional‐related factors as control variables

“…Also, the low SACIE-R reliabilities could constitute limitations to our study. However, some researchers (Mouchritsa, Romero and Garay et al, 2022;Nasir, 2019) have reported similar reliabilities indicating that this is not specifically a problem with our data. It may be a more general issue of the scale itself.…”

Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia

“…According to Forlin et al (2011) , the calculation of Cronbach’s alpha indicated good internal reliability for the 15-item of the scale ( α = 0.74) and all three factors ( α = 0.75, α = 0.67, α = 0.65 for sentiments, attitudes, and concerns, respectively). The SACIE-R instrument has been used in various countries, such as Bahrain ( AlMahdi and Bukamal, 2019 ), Australia ( McCracken et al, 2020 ), Ghana ( Opoku et al, 2021 ), and Greece ( Mouchritsa et al, 2022 ). As the participants in the current study spoke only Arabic, the SACIE-R was translated from English into Arabic by four bilingual (Arabic and English) special education and PE professors using the bilingual method ( Brislin, 1970 ).…”

Special education Teachers' attitudes to teaching students with disabilities in the regular school system in the United Arab Emirates

“…More positive teacher attitudes towards inclusiveness tend to raise productivity, influence special education students' behaviour, performance and academic achievement (Benkohila et al., 2020), and affect practice and policy decisions (Alzyoudi et al., 2022). Their support is therefore critical to the success of inclusion (Alzyoudi et al., 2022; Fakolade & Adeniyi, 2009; Mouchritsa et al., 2022; Politou, 2022). Teachers must thus identify their attitudes towards students with disabilities so as not to disrupt the latter's work and the success of inclusion (Alabdallat et al., 2021; Mezquita‐Hoyos et al., 2018; Parker, 2009).…”

“…According to Mouchritsa et al. (2022), of 307 educators, females supported inclusive education more than males, and were almost equally divided between general and special education.…”

“…Their attitudes were not related to experience, academic qualifications and educational role, but to knowledge, skills and special education training, especially classroom management and responding to learner differences. Similarly, in Greece, teachers with over 10 years' experience were less negative towards inclusion, while those with under 5 years' special education experience had concerns (Mouchritsa et al., 2022). Cassimos et al.…”