South African Journal of Education, 2019

This study was conducted to determine the attitudes of teachers concerning inclusion in schools all over Serbia. The respondents were teachers of different subjects who were tasked to anonymously complete the provided closed-type questionnaire (970 respondents). Primary and secondary school teachers from urban and rural areas of the Republic of Serbia participated in the research. The results indicate that the teachers are supportive of inclusion. Despite significant differences in respondents' answers, the results of the research show that there are many similarities in teacher responses toward inclusive education. The results show that it is still necessary to work on the implementation of inclusive education in Serbia, especially to educate the teaching staff and involve experts in the planning and development of individual educational plans.

DergiPark (Istanbul University), 2018

The objective of the research is to analyze the attitudes of classroom teachers towards inclusion education in the consideration of certain variables. 500 teachers working in different primary schools in Gaziantep have joined in the study. A scale of attitudes towards inclusion, consisting of 40 questions and 5 sub-dimensions that was formed by researchers as a data instrument was applied in the present work. It's identified at the end-of research that the points attained by the teachers in the research from some sub-dimensions of the scale of attitutes towards inclusion reflect statistically meaningful difference according to gender, age group, length of service, marital status. As a result, it's to be remarked that teachers' attitudes towards inclusion give out diffence according to some variables and certain sub-dimensions oriented to inclusion don't indicate difference depending on diverse variables. The outcome of this study reveales that not only the teachers' length of service, but also the duration that the teachers have dealt with inclusive education is related to their attitude towards inclusive education. However, there are also other research findings in the literature, which reveal that the teachers' length of service does not affect their ideas towards inclusive education. Following suggestions may be made in the light of these findings: Students involved in the inclusive education may be assigned to the classes of married teachers. It may be useful for classroom teachers, who are in the first five years of their professional career especially, not to be directly responsible for students of inclusive education.

The study provides a comparative review of 15 independently written studies on teachers’ attitudes toward inclusion in Serbia between 2002 and 2012. It also attempted to describe teachers’ attitudes toward inclusive education depending on the type of special need, as well as the main obstacles and benefits of a successful inclusion from the in-service teachers’ point of view. The findings show that shifts in teachers’ attitudes toward inclusion are slow despite numerous reform changes. The results are discussed in two stages, first before and then after the inclusion legislation was enacted. Furthermore, the overview showed that teachers in Serbia hold the most negative attitude toward inclusion of students with sensory impairments in mainstream schools. Despite resistance toward inclusion, teachers in Serbia realize its benefits, emphasizing the importance of developing social skills as well as reducing prejudice toward people with disabilities. The main obstacles to inclusion, as teachers perceive it, are insufficient education and inadequate professional development programs for teachers in Serbia, low peer status of children with disabilities in regular classrooms and lack of resources, which is in line with reform goals in Serbia.

European Journal of Special Needs Education, 2017

The paper is built on premises that teachers' attitude is one of the most important factors of implementing inclusive education and it focuses on preschool and primary school teachers' attitudes towards inclusive education. The purpose of the study was to establish what attitude Slovenian preschool and primary school teachers hold towards inclusion. The attitude was defined on three levels-the cognitive, affective and behavioural. Data were gathered with moderately adapted MATIES questionnaire and processed using descriptive and inferential statistics. The results show that both preschool and primary school teachers are in favour of inclusion on all three levels. However, additional analyses indicated that compared to primary school teachers, preschool teachers express more positive attitude on cognitive level. Moreover, the study also showed that the previous work experiences with children with SEN do not relate to more positive attitude towards inclusion, whereas in-service trainings for SEN predominantly result in more positive attitude towards inclusion.

The New Educational Review, 2016

The aim of the present study was to investigate the attitudes of teachers and school administration towards inclusion. A distinctive feature of this study is the gradual increase in the number of its members as a result of the annual increase in the number of inclusive schools that was also reflected in the qualitative composition of the sample. The study was conducted with the use of a questionnaire distributed among teachers and school administration. The article presents the results of a 3-year study, which made it possible to track changes in their attitudes towards inclusive education. Results show that in general all the participants have a positive attitude towards inclusion. However, there is a difference between the groups of teachers and administrators, as well as the groups of teachers in rural and urban schools.

Revija za Univerzalno Odličnost, 2016

Research Question (RQ): What are the attitudes of Slovenian primary school teachers towards the inclusion of children with special needs into regular school programs? Purpose: The purpose of the study was to encourage teachers to share and reflect on their personal experiences with inclusive education in Slovenia. This could help in the development of more successful models of practice. Method: This was a qualitative study. Focus interviews and individual, semi-structured interviews were conducted. Data was analyzed using qualitative content analysis. Results: Five categories emerged from the data. This article focuses on three of the categories and explores the robust division of teachers into two groups depending on their overall attitudes towards the inclusion and children with special needs. Organization: The findings of this study suggest that Slovenian education system is not fully transitioned into the inclusive model. Teacher training and practical support are often insufficient and inter-professional cooperation is not always satisfactorily established. Society: Inclusion of children with special needs reflects the quality of the whole school system and has implications for the functioning of the society. Originality: This is the first study in Slovenia that explored teachers' attitudes towards inclusion. It deepened the understanding of the phenomenon of inclusion and linked the findings with international studies on inclusion. Limitations / further research: Future research should explore the development and implementation of relevant teaching programs and courses as well as the development of better support networks within an inclusive model of education that should champion collaboration and cooperation.

Future Human Image, 2018

The purpose of the study was to determine the relation to inclusive education involving teachers of both public and special schools. The study was conducted on a sample of 224 teachers. In the study, a diagnostic survey was used with the Scale for Measuring Attitudes towards Inclusive Education. The tool was designed for the purposes of this study and it was analyzed for internal consistency and reliability. A key for the attitudes' verification was established and it is based on a sten scale. The measured values were treated as the basis for ordering the material in the direction of the attitude. The findings show the neutral attitude in the tested sample and there is no difference observed based on the type of represented school.

Journal of Educational and Social Research, 2013

Teachers'attitudes have considerable influence on the process of school integration of pupils with disabilities. Some data from contemporary literature show that the attitudes that teachers have about the process of inclusive education affects the quality of this process and the teaching quality. The impact of teachers'attitudes regarding inclusive education has, also, impact on pupils' attitudes toward their disabled peers.The paper aims to measure the attitudes of teachers in primary and secondary public schools of Albania toward manistreamming and the paper, aims, also, to analyze the influence of their demographic factors on their attitude. For the realization of this study it is used the technique of questionaire. The measuring instrument is the Mainstreaming Opinionnaire (MO) (Schmelkin (1981). Teachers of some schools of Shkodër,

The New Educational Review

Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.

Education India: A Quarterly Refereed Journal of Dialogues on Education, 2022

The attitude of the teacher has a significant impact on children's behaviour. It may also have the capacity to modify educational patterns and existing educational policy trends. The National Education Policy 2020 places a high value on inclusive education. It acknowledges that all children's rights are equal, regardless of caste, creed, colour, or type of impairment. The study's major goal was to look at secondary school teachers' attitudes towards inclusive education, with a focus on gender, school type, and their age group. In this study, a quantitative research method was applied followed by a descriptive survey design. The study used a stratified random sampling approach to choose 190 teachers from 21 schools in district Pulwama (Jammu & Kashmir). The Teachers Attitude Scale towards Inclusive Education (TASTIE-SA) was used to gather the data, which was standardised and validated by Vishal Sood and Arti Annand. For data analysis, the researcher employed the average, t test, and ANOVA. According to the findings, the majority of teachers, 31.6 percent, have a moderate attitude toward inclusive education. There were no differences in how teachers felt about inclusive education based on their gender, the type of school they worked at, or their age.