Teacher qualifications and attitudes toward inclusion

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    Author
    Hsien, M; Margaret Brown, P; Bortoli, A
    Date
    2009-12-01
    Source Title
    Australasian Journal of Special Education
    Publisher
    Cambridge University Press (CUP)
    University of Melbourne Author/s
    Brown, Patricia; BORTOLI, ANNA; Hsien, Li
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    Hsien, M., Margaret Brown, P. & Bortoli, A. (2009). Teacher qualifications and attitudes toward inclusion. Australasian Journal of Special Education, 33 (1), pp.26-41. https://doi.org/10.1375/ajse.33.1.26.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/32141
    DOI
    10.1375/ajse.33.1.26
    Abstract
    Abstract The inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
    Keywords
    Specialist Studies in Education

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