The role of teacher attitudes and collaboration for inclusive teaching practices

Abstract

This study examines the role of teachers' attitudes towards inclusion and collaboration on the implementation of inclusive teaching practices by looking at the frequency with which children are taught in a full-class context. Perspectives from both the general and the special education teacher (GET and SET) are considered. Data were collected from GET-SET pairs in 73 primary school classrooms using standardized questionnaires and structured interview ratings. Results indicate that SETs with positive attitudes support having a full-class context in mathematics. GETs’ attitudes affect collaboration satisfaction. Greater satisfaction with collaboration associated with stronger extra-curricular collaboration seems to increase teaching in a full-class context in mathematics and reading. The results highlight the importance of individual and team dynamics for fostering inclusive education.