Teachers’ attitudes towards inclusion in high schools

Christopher Boyle, Keith Topping, Divya Jindal-Snape

    Research output: Contribution to journalArticle

    44 Citations (Scopus)

    Abstract

    This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. Head Teachers (School Principals) were the most inclusive group overall, followed by Deputy Head Teachers (Vice-Principals). Both were significantly more inclusive than teachers. There was no significant difference between practical and non-practical subjects, but there were differences between departments, with the Special Needs/Support for Learning department being the most inclusive. After the first year in teaching, there was a significant negative change in the attitude towards inclusion. However, length of service was not a significant factor in attitude. Whilst 68% of teachers indicated that they had no qualification in special education, studying for a module in special education after qualifying had a significantly positive impact on attitudes to inclusion. These findings suggest that inclusive education policies have to be more in tune with the views of practising teachers in order to work effectively. Suggestion is also made of the importance of studying inclusive education effectively at the teacher-training stage, and this finding has implications for how institutions prioritise inclusive education.
    Original languageEnglish
    Pages (from-to)527-542
    Number of pages16
    JournalTeachers and Teaching: Theory and Practice
    Volume19
    Issue number5
    Early online date19 Aug 2013
    DOIs
    Publication statusPublished - 2013

    Fingerprint

    teacher attitude
    inclusion
    teacher
    school
    special education
    length of service
    female teacher
    education
    Teaching
    teacher training
    qualification
    Inclusion
    High School
    gender-specific factors
    principal
    staff
    management
    resources
    learning
    Group

    Keywords

    • school inclusion
    • Teacher attitudes
    • high school
    • secondary school
    • teacher perceptions
    • special education
    • Inclusive education

    Cite this

    @article{820fc313212c4e1c998152499b52469e,
    title = "Teachers’ attitudes towards inclusion in high schools",
    abstract = "This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. Head Teachers (School Principals) were the most inclusive group overall, followed by Deputy Head Teachers (Vice-Principals). Both were significantly more inclusive than teachers. There was no significant difference between practical and non-practical subjects, but there were differences between departments, with the Special Needs/Support for Learning department being the most inclusive. After the first year in teaching, there was a significant negative change in the attitude towards inclusion. However, length of service was not a significant factor in attitude. Whilst 68{\%} of teachers indicated that they had no qualification in special education, studying for a module in special education after qualifying had a significantly positive impact on attitudes to inclusion. These findings suggest that inclusive education policies have to be more in tune with the views of practising teachers in order to work effectively. Suggestion is also made of the importance of studying inclusive education effectively at the teacher-training stage, and this finding has implications for how institutions prioritise inclusive education.",
    keywords = "school inclusion, Teacher attitudes, high school, secondary school, teacher perceptions, special education, Inclusive education",
    author = "Christopher Boyle and Keith Topping and Divya Jindal-Snape",
    year = "2013",
    doi = "10.1080/13540602.2013.827361",
    language = "English",
    volume = "19",
    pages = "527--542",
    journal = "Teachers and Teaching: Theory and Practice",
    issn = "1354-0602",
    publisher = "Taylor & Francis",
    number = "5",

    }

    Teachers’ attitudes towards inclusion in high schools. / Boyle, Christopher; Topping, Keith; Jindal-Snape, Divya.

    In: Teachers and Teaching: Theory and Practice, Vol. 19, No. 5, 2013, p. 527-542.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Teachers’ attitudes towards inclusion in high schools

    AU - Boyle, Christopher

    AU - Topping, Keith

    AU - Jindal-Snape, Divya

    PY - 2013

    Y1 - 2013

    N2 - This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. Head Teachers (School Principals) were the most inclusive group overall, followed by Deputy Head Teachers (Vice-Principals). Both were significantly more inclusive than teachers. There was no significant difference between practical and non-practical subjects, but there were differences between departments, with the Special Needs/Support for Learning department being the most inclusive. After the first year in teaching, there was a significant negative change in the attitude towards inclusion. However, length of service was not a significant factor in attitude. Whilst 68% of teachers indicated that they had no qualification in special education, studying for a module in special education after qualifying had a significantly positive impact on attitudes to inclusion. These findings suggest that inclusive education policies have to be more in tune with the views of practising teachers in order to work effectively. Suggestion is also made of the importance of studying inclusive education effectively at the teacher-training stage, and this finding has implications for how institutions prioritise inclusive education.

    AB - This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. Head Teachers (School Principals) were the most inclusive group overall, followed by Deputy Head Teachers (Vice-Principals). Both were significantly more inclusive than teachers. There was no significant difference between practical and non-practical subjects, but there were differences between departments, with the Special Needs/Support for Learning department being the most inclusive. After the first year in teaching, there was a significant negative change in the attitude towards inclusion. However, length of service was not a significant factor in attitude. Whilst 68% of teachers indicated that they had no qualification in special education, studying for a module in special education after qualifying had a significantly positive impact on attitudes to inclusion. These findings suggest that inclusive education policies have to be more in tune with the views of practising teachers in order to work effectively. Suggestion is also made of the importance of studying inclusive education effectively at the teacher-training stage, and this finding has implications for how institutions prioritise inclusive education.

    KW - school inclusion

    KW - Teacher attitudes

    KW - high school

    KW - secondary school

    KW - teacher perceptions

    KW - special education

    KW - Inclusive education

    UR - http://www.scopus.com/inward/record.url?scp=84885176572&partnerID=8YFLogxK

    U2 - 10.1080/13540602.2013.827361

    DO - 10.1080/13540602.2013.827361

    M3 - Article

    VL - 19

    SP - 527

    EP - 542

    JO - Teachers and Teaching: Theory and Practice

    JF - Teachers and Teaching: Theory and Practice

    SN - 1354-0602

    IS - 5

    ER -