Teacher qualifications and attitudes toward inclusion
AuthorHsien, M; Margaret Brown, P; Bortoli, A
Source TitleAustralasian Journal of Special Education
PublisherCambridge University Press (CUP)
AffiliationMelbourne Graduate School of Education
Document TypeJournal Article
CitationsHsien, 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.
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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.
KeywordsSpecialist Studies in Education
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