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Factors associated with primary school teachers' attitudes towards the inclusion of students with disabilities
Curtin University, Perth, WA, Australia.
University of Western Sydney, New South Wales, Australia.
Jönköping University, School of Education and Communication, HLK, CHILD. Curtin University, Perth, WA, Australia.
Curtin University, Perth, WA, Australia.
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2015 (English)In: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 10, no 8, 1-12 p., e0137002Article in journal (Refereed) PublishedText
Abstract [en]


Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.


Seventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.


Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.


The current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

Place, publisher, year, edition, pages
2015. Vol. 10, no 8, 1-12 p., e0137002
National Category
Educational Sciences Social Work
URN: urn:nbn:se:hj:diva-28743DOI: 10.1371/journal.pone.0137002ISI: 000360299100192PubMedID: 26317862ScopusID: 2-s2.0-84943328642Local ID: HLKCHILDISOAI: diva2:888154
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2015-12-22Bibliographically approved

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