A1 Journal article (refereed)
Explaining classroom teachers’ attitudes towards inclusive education (2019)


Saloviita, T. (2019). Explaining classroom teachers’ attitudes towards inclusive education. Support for Learning, 34(4), 432-442. https://doi.org/10.1111/1467-9604.12277


JYU authors or editors


Publication details

All authors or editors: Saloviita, Timo

Journal or series: Support for Learning

ISSN: 0268-2141

eISSN: 1467-9604

Publication year: 2019

Volume: 34

Issue number: 4

Pages range: 432-442

Publisher: Wiley-Blackwell

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1111/1467-9604.12277

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67401


Abstract

Teacher attitudes have been identified as an important resource when striving towards inclusive education as defined in the Salamanca Statement (1994). This study surveyed some key factors associated with teacher attitudes towards inclusion. The participants were 1,456 classroom teachers in Finnish primary schools who were asked about their readiness to include in their classrooms a student with a specified special educational need (SEN). The results were reviewed in association with some background variables, including workload concerns, evaluation of professional skills and the opportunity to get extra support if needed. The results show that classroom teachers’ positive attitudes towards inclusion were associated with their feeling that special classes represent an inappropriate placement for students with SEN, their belief in their ability to get outside support, their reliance on their own professional skills and their lower expectations regarding additional workload.


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

Free keywords: Finland; inclusive education; special education; teacher attitudes; workload


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1


Last updated on 2021-22-06 at 10:16