Regular primary schoolteachers' attitudes towards inclusive education: a review of the literature

Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study is to examine what attitudes teachers hold towards inclusive education, which variable...

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Bibliographic Details
Published in:International journal of inclusive education 2011-04, Vol.15 (3), p.331-353
Main Authors: de Boer, Anke, Pijl, Sip Jan, Minnaert, Alexander
Format: Article
Language:English
Subjects:
Affective Behavior
attitudes
Disabilities
Educational Change
Elementary School Teachers
Elementary Schools
Inclusion
inclusive education
Interpersonal Relationship
Literature Reviews
Mainstreaming
Negative Attitudes
regular education
Social Environment
special educational needs
Special Needs Students
Student Characteristics
Teacher Attitudes
Teacher Characteristics
teachers
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Summary:Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study is to examine what attitudes teachers hold towards inclusive education, which variables are related to their attitudes and if these affect the social participation of pupils with special needs in regular schools. A review of 26 studies revealed that the majority of teachers hold neutral or negative attitudes towards the inclusion of pupils with special needs in regular primary education. No studies reported clear positive results. Several variables are found which relate to teachers' attitudes, such as training, experience with inclusive education and pupils' type of disability. No conclusion could be drawn regarding the effects of teachers' attitudes on the social participation of pupils with special needs.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603110903030089