A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Teacher attitudes towards the inclusion of students with support needs (2020)


Saloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64-73. https://doi.org/10.1111/1471-3802.12466


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Saloviita, Timo

Lehti tai sarja: Journal of Research in Special Educational Needs

eISSN: 1471-3802

Julkaisuvuosi: 2020

Volyymi: 20

Lehden numero: 1

Artikkelin sivunumerot: 64-73

Kustantaja: Wiley-Blackwell Publishing Ltd.

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1111/1471-3802.12466

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/68048


Tiivistelmä

Teachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in‐classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal variables, including self‐efficacy and child‐centredness, and demographic variables, including age and gender, were also associated with attitudes towards inclusion. It is argued that vicious circle exists between resources and teacher attitudes. The negative climate towards inclusion prevents the legislation that would guarantee adequate resources for mainstream teachers who have students with support needs in their classrooms. The lack of legal guarantees, in turn, prevents negative teacher attitudes towards inclusive education from changing. Although the overall progress in inclusive education is tied to the development of cultural values, the promise of more inclusion in schools goes hand‐in‐hand with the availability of adequate resources.


Vapaat asiasanat: inklusiivinen opetus; erityisopetus; opettajat; Suomi


Liittyvät organisaatiot


OKM-raportointi: Kyllä

Raportointivuosi: 2020

JUFO-taso: 1


Viimeisin päivitys 2021-28-09 klo 14:02