A1 Journal article (refereed)
Teacher attitudes in Italy after 40 years of inclusion (2019)

Saloviita, T., & Consegnati, S. (2019). Teacher attitudes in Italy after 40 years of inclusion. British Journal of Special Education, 46(4). https://doi.org/10.1111/1467-8578.12286

JYU authors or editors

Publication details

All authors or editors: Saloviita, Timo; Consegnati, Simone

Journal or series: British Journal of Special Education

ISSN: 0952-3383

eISSN: 1467-8578

Publication year: 2019

Volume: 46

Issue number: 4

Publisher: Wiley-Blackwell Publishing Ltd.

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1111/1467-8578.12286

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67036

Abstract

In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. This study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected from 153 basic school teachers using the Teachers' Attitudes towards Inclusion Scale (TAIS). The results indicate that the Italian teachers had a high level of commitment to inclusive education. Approximately 90% of the respondents agreed that students with special educational needs should be educated in mainstream classrooms, and only 7% felt that they should be transferred to special education classrooms instead. To improve the quality of inclusive education, the teachers most frequently mentioned the need for more in‐service training, smaller class sizes, and additional help from support teachers and therapists in the classroom.

Keywords: teachers; attitudes; inclusion; special education (upbringing)

Free keywords: teacher attitudes; inclusive education; Italy; disabilities; special education

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1