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Teacher Qualifications and Attitudes Toward Inclusion

Published online by Cambridge University Press:  02 March 2012

Michelle Hsien ,
P. Margaret Brown  and
Anna Bortoli
Michelle Hsien*
Affiliation:
Graduate School of Education, The University of Melbourne, Australia. lhsien@pgrad.unimelb.edu.au
P. Margaret Brown
Affiliation:
Graduate School of Education, The University of Melbourne, Australia.
Anna Bortoli
Affiliation:
Graduate School of Education, The University of Melbourne, Australia.
*
*Address for correspondence: Michelle Hsien, Faculty of Education, The University of Melbourne VIC 3010, Australia.
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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.

Keywords

inclusionbeliefsattitudesearly years
Type
Articles
Information
Australasian Journal of Special Education , Volume 33 , Issue 1 , 01 August 2009 , pp. 26 - 41
Copyright
Copyright © Cambridge University Press 2009

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