Teachers attitudes towards inclusion in high schools

Teachers and Teaching: Theory and Practice

Volumn 19, Issue 5, 2013, Pages 527-542

  Boyle, Christopher ^a   Topping, Keith ^b   Jindal Snape, Divya ^b  

^a MONASH UNIVERSITY   (Australia)

^b UNIVERSITY OF DUNDEE   (United Kingdom)

Author keywords

high school; inclusive education; school inclusion; secondary school; special education; teacher attitudes; teacher perceptions

Indexed keywords

EID: 84885176572     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540602.2013.827361     Document Type: Article

References (57)

1. Al-Zyoudi, M. (2006). Teachers attitudes towards inclusive education in Jordanian schools. International Journal of Special Education, 21, 55-62.
2. Aron, A., Coups, E., &, Aron, E. (2011). Statistics for psychology-International edition (6th ed.). Melbourne: Pearson Education.
3. Avramidis, E., &, Norwich, B. (2002). Teachers attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129-147.
4. Avramidis, E., Bayliss, P., &, Burden, R. (2000). Student teachers attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16, 277-293. doi: 10.1016/S0742-051X(99)00062-1
5. Boer, A., Pijl, S. J., &, Minnaert, A. (2011). Regular primary schoolteachers attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15, 331-353. doi: 10.1080/13603110903030089
6. Boyle, C. M. (2007). An analysis of the efficacy of a motor skills training programme for young people with moderate learning difficulties. International Journal of Special Education, 22, 11-24.
7. Boyle, C., Scriven, B., Durning, S., &, Downes, C. (2011). Facilitating the learning of all students: The professional positive of inclusive practice in Australian primary schools. Support for Learning, 26, 72-78. doi: 10.1111/j.1467-9604.2011.01480
8. Boyle, C., Jindal-Snape, D., Topping, K., &, Norwich, B. (2012). The importance of peer-support for teaching staff when including children with special educational needs. School Psychology International, 33, 167-184. doi: 10.1177/0143034311415783
9. Bradshaw, L., &, Mundia, L. (2006). Attitudes to and concerns about inclusive education: Bruneian inservice and preservice teachers. International Journal of Special Education, 21, 35-41.
10. Brown, D. L. (1997). Full inclusion: Issues and challenges. Journal of Instructional Psychology, 24, 24-30.
11. Burge, P., Ouellette-Kuntz, H., Hutchinson, N., &, Box, H. (2000). A quarter century of inclusive education for children with intellectual disabilities in Ontario: Public perceptions. Canadian Journal of Educational Administration and Policy, 87. Retrieved from http://umanitoba.ca/publications/ cjeap/
12. Causton-Theoharis, J., &, Theoharis, G. (2009). Creating inclusive schools for all students. Education Digest: Essential Readings Condensed for Quick Review, 74, 43-47.
13. Causton-Theoharis, J., Theoharis, G., &, Ashby, C. (2008). But we already do inclusion, dont we? School Administrator, 65, 30-31.
14. Center, Y., &, Ward, J. (1987). Teachers attitudes towards the integration of disabled children into regular schools. The Exceptional Child, 34, 41-56.
15. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
16. Coolican, H. (2004). Research methods and statistics in psychology (4th ed.). London: Hodder & Stoughton.
17. Cornoldi, C., Terreni, A., Scruggs, T., &, Mastropieri, M. (1999). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education, 19, 350-356.
18. Costello, S., &, Boyle, C. (2013). Pre-service secondary teachers attitudes towards inclusive education. Australian Journal of Teacher Education, 38, 129-143.
19. Cullen, J., Gregory, J., &, Noto, L. (2010), February). The teacher attitudes towards inclusion scale (TATIS): Technical report. Paper presented at the Annual Meeting of the Eastern Educational Research Association, Savannah, GA.
20. Department for Education and Skills. (2004). Removing barriers to achievement. The governments strategy for SEN. Nottingham: Author.
21. Dupoux, E., Hammond, H., Ingalls, L., &, Wolman, C. (2006). Teachers attitudes toward students with disabilities in Haiti. International Journal of Special Education, 21, 1-14.
22. Eisenman, L. T., Pleet, A. M., Wandry, D., &, McGinley, V. (2011). Voices of special education teachers in an inclusive high school: Redefining responsibilities. Remedial and Special Education, 32, 91-104. doi: 10.1177/0741932510361248
23. Eldar, E., Talmor, R., &, Wolf-Zukerman, T. (2010). Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators. International Journal of Inclusive Education, 14, 97-114.
24. Forlin, C., Cedillo, I. G., Romero-Contreras, S., Fletcher, T., Rodríguez, H., &, Humberto, J. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of Inclusive Education, 14, 723-739.
25. Forlin, C., Loreman, T., Sharma, U., &, Earle, C. (2009). Demographic differences in changing pre-service teachers attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13, 195-209. doi: 10.1080/13598660903050328
26. Gill, J. (2008). Social Inclusion for South Australian schooling? Trying to reconcile the promise and the practice. Journal of Education Policy, 23, 453-467.
27. Hardy, I., &, Boyle, C. (2011). My School? Critiquing the abstraction and quantification of education. Asia-Pacific Journal of Teacher Education, 39, 211-222. doi: 10.1080/1359866X.2011.588312
28. Hastings, R., &, Oakford, S. (2003). Student teachers attitudes towards the inclusion of children with special needs. Educational Psychology, 23, 87-94. doi: 10.1080/01443410303223
29. Horne, P. E., &, Timmons, V. (2009). Making it work: Teachers perspectives on inclusion. International Journal of Inclusive Education, 13, 273-286.
30. Lambe, J. (2007). Northern Ireland student teachers changing attitudes towards inclusive education during initial teacher training. International Journal of Special Education, 22, 59-71.
31. Leatherman, J. M., &, Niemeyer, J. A. (2005). Teachers attitudes toward inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26, 23-36.
32. Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77 (1), 1-24.
33. Lipsky, M. (1980). Dilemma of the individual in public services. New York, NY: Russell Sage Foundation.
34. Lloyd, C. (2008). Removing barriers to achievement: A strategy for inclusion or exclusion? International Journal of Inclusive Education, 12, 221-236.
35. Loreman, T., Forlin, C. I., &, Sharma, U. (2007). An international comparison of pre-service teacher attitudes towards inclusive education. Disability Studies Quarterly, 27. Retrieved from http://www.dsq-sds.org
36. Mastropieri, M. A., &, Scruggs, T. E. (2012). How can teacher attitudes, co-teaching, and differentiated instruction facilitate inclusion? In C. Boyle & K. Topping. (Eds.), What works in inclusion? (pp. 151-163). London: McGraw Hill Education.
37. Minke, K. M., Bear, G. G., Deemer, S. A., &, Griffin, S. M. (1996). Teachers experiences with inclusive classrooms: Implications for special education reform. The Journal of Special Education, 30, 152-186.
38. Mushoriwa, T. (2001). A study of the attitudes of primary school teachers in Harare towards the inclusion of blind children in regular classes. British Journal of Special Education, 28, 142-147.
39. Nind, M., &, Wearmouth, J. (2006). Including children with special educational needs in the mainstream classrooms: Implications for pedagogy from a systematic review. Journal of Research in Special Educational Needs, 6, 116-124.
40. Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9, 188-198. doi: 10.1111/1467-9604.00125
41. Scottish Government. (2008). Teachers in Scotland 2007. Edinburgh: HMSO.
42. Scruggs, T. E., &, Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63, 59-74.
43. Sharma, U., Forlin, C., &, Loreman, T. (2007). What concerns pre-service teachers about inclusive education: An international viewpoint? Journal of Educational Policy, 4, 95-114. doi: 10.2753/CED1061-1932400405
44. Sharma, U., Moore, D., &, Sonawane, S. (2009). Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia-Pacific Journal of Teacher Education, 37, 319-331. doi: 10.1080/13598660903050328
45. Spandagou, I., Evans, D., &, Little, C. (2008). Primary education preservice teachers attitudes on inclusion and perceptions on preparedness to respond to classroom diversity. AARE 2008 International education research conference, Brisbane, papers collection.
46. Subban, P., &, Sharma, U. (2006). Primary school teachers perceptions of inclusive education in Victoria. Australia. International Journal of Special Education, 21, 42-52.
47. Toland, J., &, Boyle, C. (2008). Applying cognitive behavioural methods to retrain childrens attributions for success and failure in learning. School Psychology International, 29, 286-302.
48. Topping, K. (2012). Conceptions of inclusion: Widening ideas. In C. Boyle, & K. Topping. (Eds.), What works in inclusion?. London: McGraw Hill Education.
49. UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Paper presented at the World conference on special needs education: Access and quality, Salamanca, Spain.
50. Van Reusen, A. K., Shoho, A. R., &, Barker, K. S. (2001). High school teacher attitudes toward inclusion. High School Journal, 84, 7-21.
51. Varcoe, L., &, Boyle, C. (2013). Primary pre-service teachers attitudes towards inclusive education. Educational Psychology, published online first 10 May. doi: 10.1080/01443410.2013.785061
52. Villa, R. A., Thousand, J. S., Meyers, H., &, Nevin, A. (1996). Teacher and administrator perceptions of heterogeneous education. Exceptional Children, 63, 29-45.
53. Wilczenski, F. L. (1992). Attitudes towards inclusive education scale. Buffalo, NY: State University of New York.
54. Wilczenski, F. L. (1995). Development of a scale to measure attitudes towards inclusive education. Educational and Psychological Measurement, 55, 291-299.
55. Wolger, J. (2005). The tide has turned: A case study of one inner city LEA moving towards inclusion. In K. Topping & S. Maloney. (Eds.), The Routledge Falmer reader in inclusive education. Abingdon: Routledge Falmer.
56. Zigmond, N., Kloo, A., &, Volonino, V. (2009). What, where and how? Special education in the climate of full inclusion. Exceptionality, 17, 189-204.
57. Zoniou-Sideri, A., &, Vlachou, A. (2006). Greek teachers belief systems about disability and inclusive education. International Journal of Inclusive Education, 10, 379-394.