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ERIC Number: EJ993785
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0300-4430
Urban Early Childhood Teachers' Attitudes towards Inclusive Education
Hsieh, Wu-Ying; Hsieh, Chang-Ming
Early Child Development and Care, v182 n9 p1167-1184 2012
This study investigated the relationship between urban early childhood teachers' attitudes towards inclusive education and personal characteristics, professional background, and programme context. Questionnaires were completed by teachers (n = 130) who taught preschool children in primarily low-income, urban neighbourhoods. Attitude ratings were slightly above average, suggesting that teachers overall had a moderately positive attitude towards inclusive education. A hierarchical regression analysis was used to examine potential factors influencing ratings of inclusive education. Results indicated that none of the variables related to personal demographics significantly predicted overall attitude about inclusion. Among variables related to professional background, having had a positive past experience with children with disabilities predicted a positive attitude. The teachers' role within the programme also predicted attitude towards inclusive education, with lead teachers having a more positive attitude than assistant teachers. Implications are discussed for practice as well as for future research. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois