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ERIC Number: EJ1022189
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1354-0602
Teachers' Attitudes towards Inclusion in High Schools
Boyle, Christopher; Topping, Keith; Jindal-Snape, Divya
Teachers and Teaching: Theory and Practice, v19 n5 p527-542 2013
This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. Head Teachers (School Principals) were the most inclusive group overall, followed by Deputy Head Teachers (Vice-Principals). Both were significantly more inclusive than teachers. There was no significant difference between practical and non-practical subjects, but there were differences between departments, with the Special Needs/Support for Learning department being the most inclusive. After the first year in teaching, there was a significant negative change in the attitude towards inclusion. However, length of service was not a significant factor in attitude. Whilst 68% of teachers indicated that they had no qualification in special education, studying for a module in special education after qualifying had a significantly positive impact on attitudes to inclusion. These findings suggest that inclusive education policies have to be more in tune with the views of practising teachers in order to work effectively. Suggestion is also made of the importance of studying inclusive education effectively at the teacher-training stage, and this finding has implications for how institutions prioritise inclusive education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Research; Journal Articles
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Identifiers - Laws, Policies, & Programs: United Nations Convention on the Rights of the Child