Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment

Monsen, Jeremy J.; Frederickson, Norah

doi:10.1023/b:leri.0000037196.62475.32

Cited by 45 publications

(45 citation statements)

References 27 publications

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“…The current study replicated and extended Monsen and Frederickson's (2004) original study using a large English sample.…”

Section: Explanation For the Current Studysupporting

confidence: 76%

“…Pupil progress should be identified against individually focused targets rather than comparing the children with the rest of the class (Gibb, Tunbridge, Chua, & Frederickson, 2007). Monsen and Frederickson (2004) explored in a New Zealand study the relationship between teachers' views on inclusion and their classroom learning environments (note that the term 'inclusion' was not used in their study, but the earlier term of 'mainstreaming').…”

Section: Inclusion In the Classroommentioning

confidence: 99%

“…Relative to Mainstreaming (ORM) questionnaire was adapted by Monsen and Frederickson (2004) for use in their study of NZ teachers (Teacher Attitude to Mainstreaming (TAM) Scale). This measure was updated and used in the current study to measure teacher attitudes towards including SEN pupils within regular classrooms, although remained conceptually the same as the TAM.…”

Section: Teacher Attitude To Inclusion Scale (Tais) : Larrivee and Comentioning

confidence: 99%

“…Modifications were made to the ORM / TAM, including adapting American spellings and wording, and implementing an 8-point rather than 5-point Likert-type scale (ranging from 'strongly agree' to 'strongly disagree') for consistency with the other questionnaires used in the current study. The TAIS has 30 items and like Larrivee and Cook's (1979) and Monsen and Frederickson's (2004) questionnaires, answers were arranged to control for item response bias so that 'agree' represented a positive attitude towards inclusion for 12 items and a negative attitude for the remaining 18 items.…”

Section: Teacher Attitude To Inclusion Scale (Tais) : Larrivee and Comentioning

confidence: 99%

“…Teachers with 'high' scores were expected to be more likely than 'low' scorers to provide classroom environments higher on satisfaction and cohesiveness and lower on friction, competitiveness and difficulty (Monsen & Frederickson, 2004). Planned comparisons of the group means indicated that when the teacher had a positive attitude to inclusion (a 'high' attitude score), pupils reported significantly greater levels of satisfaction, t(2511) = 2.83, p < .01; greater cohesiveness, t(2511) = 2.20, p < .05; less friction, t(2511) = -1.97, p < .05; less competitiveness, t(2511) = -3.79, p < .001; and less difficulty, t(2511) = -3.02, p < .01, in comparison to 'low' or 'medium' scorers.…”

Section: Attitude Scores and MCI Scoresmentioning

confidence: 99%

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Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Monsen¹,

Ewing

Kwoka³

2013

Learning Environ Res

Self Cite

145

102

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Inclusive education has become a corner stone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This paper, using English terminology and thinking, aimed to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N=95) completed questionnaires on attitudes to inclusion, classroom learning environment, support, and stress.Pupils (N=2,514) completed a questionnaire on classroom learning environment only.Teacher attitudes towards including SEN pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of 'satisfaction' and 'cohesiveness', and lower levels of 'friction', 'competitiveness' and 'difficulty' than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.

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“…The current study replicated and extended Monsen and Frederickson's (2004) original study using a large English sample.…”

Section: Explanation For the Current Studysupporting

confidence: 76%

Section: Inclusion In the Classroommentioning

confidence: 99%

Section: Teacher Attitude To Inclusion Scale (Tais) : Larrivee and Comentioning

confidence: 99%

Section: Teacher Attitude To Inclusion Scale (Tais) : Larrivee and Comentioning

confidence: 99%

Section: Attitude Scores and MCI Scoresmentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Monsen¹,

Ewing

Kwoka³

2013

Learning Environ Res

Self Cite

145

102

View full text Add to dashboard Cite

show abstract

Inclusion, Disability and Culture

Hassanein¹

2015

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ScopeThis series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

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Die Selbsteinschätzung der sozialen Partizipation von Schülerinnen in der Sekundarstufe I – Welche Rolle spielen sonderpädagogische Förderbedarfe der Schülerinnen und Merkmale der Lehrkräfte?

Labsch,

Külker,

Grosche

2024

Z Erziehungswiss

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ZusammenfassungSoziale Partizipation aller Schüler*innen ist ein wichtiges Ziel schulischer Inklusion. Laut Rahmenkonzept zu Heterogenität im Unterricht sind dafür einerseits individuelle Schüler*innenmerkmale und andererseits solche ihrer Lehrkräfte zentral. Allerdings zeigt sich mehrheitlich, dass Schüler*innen mit sonderpädagogischen Förderbedarfen (SPF) weniger sozial partizipieren als ihre Mitschüler*innen. Obwohl vereinzelt belegt wurde, dass dieser Unterschied bei positiver Einstellung von Lehrkräften gegenüber Inklusion geringer ausfällt, dienen Lehrkraftmerkmale nur selten zur Erklärung von sozialer Partizipation. Zudem wird das Konstrukt meist unterschiedlich operationalisiert und selten wird ein umfängliches Bild über verschiedene Dimensionen sozialer Partizipation erhoben. Der Beitrag betrachtet daher, wie Schüler*innen mit und ohne SPF in inklusiven Klassen ihre soziale Partizipation über die Dimensionen „Kontakte/Interaktionen“, „Akzeptanz/Unterstützung“, „Freundschaft/Beziehung“ und „Selbstwahrnehmung der Partizipation“ einschätzen und welche Rolle dabei Merkmale ihrer Lehrkräfte spielen. Erwartet wird, (1) dass Schüler*innen mit SPF weniger sozial partizipieren als diejenigen ohne SPF, (2) dass eine positive Einstellung der Lehrkräfte gegenüber Inklusion, ein hohes Verantwortungsgefühl gegenüber ihren Schüler*innen sowie eine hohe inklusionsbezogene Selbstwirksamkeit mit mehr sozialer Partizipation einhergehen und (3) diese zugleich den Unterschied zwischen Schüler*innen mit und ohne SPF verringern. Analysegrundlage sind u. a. Daten von Schüler*innen mit und ohne SPF der 7. Klasse des INSIDE-Projekts (n = 1506, davon n = 170 mit SPF aus 331 Klassen). Mehrebenenanalytisch betrachtet schätzen Schüler*innen mit SPF ihre soziale Partizipation auf beinahe allen Dimensionen geringer ein als diejenigen ohne SPF. Die Lehrkraftmerkmale erklären diese Effekte nicht. Zudem wirkt nur die Einstellung der Lehrkräfte differenziell: Hypothesenkonträr berichten Schüler*innen mit SPF bei höherer Einstellung gegenüber Inklusion von weniger Kontakten/Interaktionen zu Gleichaltrigen. Die Ergebnisse werden diskutiert und interpretiert.

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Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment

Cited by 45 publications

References 27 publications

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Inclusion, Disability and Culture

Die Selbsteinschätzung der sozialen Partizipation von Schülerinnen in der Sekundarstufe I – Welche Rolle spielen sonderpädagogische Förderbedarfe der Schülerinnen und Merkmale der Lehrkräfte?

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Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment

Cited by 45 publications

References 27 publications

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Inclusion, Disability and Culture

Die Selbsteinschätzung der sozialen Partizipation von Schüler*innen in der Sekundarstufe I – Welche Rolle spielen sonderpädagogische Förderbedarfe der Schüler*innen und Merkmale der Lehrkräfte?

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Die Selbsteinschätzung der sozialen Partizipation von Schülerinnen in der Sekundarstufe I – Welche Rolle spielen sonderpädagogische Förderbedarfe der Schülerinnen und Merkmale der Lehrkräfte?