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Galaterou, Joanna; Antoniou, Alexander-Stamatios – International Journal of Special Education, 2017
The pedagogy of inclusion is the current trend for the education of persons with disabilities. This study investigated teachers' attitudes towards inclusive education in relation to demographics (gender and age) and their occupational stress levels. The research involved 208 primary and secondary school teachers, working in urban and suburban…
Descriptors: Teacher Attitudes, Inclusion, Stress Variables, Disabilities
David, Ruffina; Kuyini, Ahmed Bawa – International Journal of Special Education, 2012
This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included…
Descriptors: Disabilities, Inclusion, Self Efficacy, Student Attitudes
Mahat, Marian – International Journal of Special Education, 2008
The "Multidimensional Attitudes toward Inclusive Education Scale" (MATIES) was developed to effectively measure affective, cognitive and behavioural aspects of attitudes, within the realm of inclusive education that includes physical, social and curricular inclusion. Models within Item Response Theory and Classical Test Theory were used…
Descriptors: Inclusive Schools, Content Validity, Construct Validity, Predictive Validity
Mdikana, Andile; Ntshangase, Sibusiso; Mayekiso, Tokozile – International Journal of Special Education, 2007
The inclusion of learners with special educational needs in general education is becoming more prevalent. As a result various special education researchers have begun to examine the success of inclusion, as well as the attitudes and beliefs of general educators towards the inclusion of learners with disabilities in the general education classroom.…
Descriptors: Inclusive Schools, General Education, Student Teacher Attitudes, Special Needs Students
Sari, Hakan; Celikoz, Nadir; Secer, Zarife – International Journal of Special Education, 2009
The aim of this study was to investigate what the self-efficacy and attitudes of pre-school teachers and student teachers towards inclusive education were and to elucidate the relationship between self-efficacy and the attitudes on inclusion. Therefore, the present study investigated the self-efficacy perceptions and attitudes of student teachers…
Descriptors: Student Teachers, Teacher Attitudes, Educational Needs, Foreign Countries
Al-Zyoudi, Mohammed – International Journal of Special Education, 2006
The purpose of this study was to investigate teachers' attitudes towards inclusive education in Jordan, and the factors that influenced such attitudes. Qualitative research was used to gather information from all general education and special education teachers. The sample consisted of 90 teachers at 7 schools. The results of this study showed…
Descriptors: Qualitative Research, Inclusive Schools, Foreign Countries, Special Education Teachers
Loreman, Tim; Earle, Chris; Sharma, Umesh; Forlin, Chris – International Journal of Special Education, 2007
This paper describes the development of an improved scale for measuring sentiments, attitudes and concerns about inclusive education in pre-service teachers based on an examination of data gathered from 996 pre-service teachers from five tertiary institutions using a modified version of the Interactions with People with Disabilities scale…
Descriptors: Foreign Countries, Inclusive Schools, Student Teacher Attitudes, Disabilities
Ali, Manisah Mohd; Mustapha, Ramlee; Jelas, Zalizan Mohd – International Journal of Special Education, 2006
The hallmark of inclusive education is the teachers' willingness to accept students with special needs. Their attitudes and knowledge about inclusive education are important as these are indicators of such willingness. The purpose of this study was to examine teachers' attitudes and their perceived knowledge towards inclusive education in…
Descriptors: Stereotypes, Interpersonal Relationship, Interaction, Foreign Countries
Sharma, Juhi; Trory, Helen – International Journal of Special Education, 2019
The purpose of this study was to explore the under researched area of parents' attitudes towards inclusion in inclusive mainstream early years settings in Thailand. The sample consisted of 71 parents: those with typically developing children (TDC) (50 parents) and children with special educational needs (SEN) (21 parents), residing in Bangkok,…
Descriptors: Parent Attitudes, Inclusion, Social Development, Special Education
Odongo, George; Davidson, Roseanna – International Journal of Special Education, 2016
The philosophy of inclusive education aims at enabling all children to learn in the regular education classrooms. It is widely believed that the successful implementation of any inclusive policy is largely influenced by teachers being positive about the expectations. Grounded in Positioning Theory, this study was conducted to examine the attitude,…
Descriptors: Inclusion, Disabilities, Mainstreaming, Teacher Attitudes
Nishimura, Trisha Sugita; Busse, R. T. – International Journal of Special Education, 2016
The purpose of this study was to examine the content validity of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC). An expert panel of 20 special education teachers and five university faculty members provided individual item ratings on a five-point scale regarding wording and content, along with comments. Item and comment…
Descriptors: Attitude Measures, Teacher Attitudes, Content Validity, Test Validity
Blackman, Stacey – International Journal of Special Education, 2016
The purpose of this study was to investigate students' attitudes towards the inclusion of peers with disabilities in Barbados. This research is quantitative and utilizes the Chedoke-McMasters Attitude towards Children with Handicap Scale (CATCH) to collect attitudinal data on a cross section of Barbadian students. The findings suggest that many…
Descriptors: Foreign Countries, Student Attitudes, Inclusion, Mainstreaming
Malinen, Olli-Pekka; Savolainen, Hannu – International Journal of Special Education, 2008
A sample of 523 Chinese university students was given a questionnaire on their attitudes towards the inclusion of children with disabilities into regular classrooms. Factor analysis, analysis of variance, t-test and correlations were used to assess the respondents' general attitude towards inclusion, the factor structure of the attitudes, the…
Descriptors: Social Justice, Majors (Students), Inclusive Schools, Student Attitudes
Amr, Muna; Al-Natour, Mayada; Al-Abdallat, Bassam; Alkhamra, Hatem – International Journal of Special Education, 2016
This study explores teachers' knowledge and attitudes toward the inclusion of students with special education needs (SEN) in mainstream schools in Jordan. It also examines the barriers the teachers perceived to hinder successful inclusions. The study sample consisted of 87 primary school teachers who responded to an open-ended questionnaire asking…
Descriptors: Foreign Countries, Knowledge Level, Barriers, Teacher Attitudes
Nishimura, Trisha Sugita; Busse, Randy T. – International Journal of Special Education, 2015
General and special education teachers (N = 125) completed the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of 0.89. The measure demonstrated excellent test-retest reliability (r = 0.99) and a dependent t-test was non-significant, indicating mean group…
Descriptors: Teacher Attitudes, Inclusion, Factor Analysis, Program Validation