Teacher Attitudes Toward Inclusive Schooling: Themes From the International Literature

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Positive attitudes held by general classroom teachers toward the principles of inclusion and toward students with disabilities are central in ensuring the successful progress of the inclusive movement. To underline the critical nature of teacher attitudes, this comparative study draws on a sample of the literature from western nations implementing sophisticated policies ‐ the United States, Canada, Australia, and the United Kingdom. The general tenor of the research indicates that while contemporary teachers typically exhibit positive attitudes toward the principles of inclusion, some feel under siege and unprepared to comply with the broad array of requirements. And, despite the idiosyncratic nature of national priorities, legislation, teacher training, and implementation, attitudes transcend national boundaries to the extent that teachers’ views on various facets of the inclusive agenda tend to be remarkably consistent across time and across nations.

Keywords: inclusive education; international comparisons; teacher attitudes

Document Type: Research Article

DOI: http://dx.doi.org/10.7459/es/29.1.02

Publication date: January 1, 2011

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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