Factors Influencing Teachers’ Attitudes Towards Inclusive Education in Myanmar

Abstract

Many researchers worldwide have acknowledged the importance of teachers’ attitudes towards Inclusive Education (IE). The main objective of this research is to explore factors influencing teachers’ attitudes towards IE. A total of 439 in-service teachers working under the Ministry of Education and 305 pre-service teachers studying at the Universities of Education in Myanmar were included in this study. The results indicated that both pre-service and in-service teachers showed somewhat positive attitudes towards inclusion. Nevertheless, in-service teachers showed more positive attitudes towards including Children with Disabilities (CWDs) than pre-service teachers. Besides, their attitudes towards inclusive education were predicted directly and indirectly by familiarity with IE policies, having contact with disabilities, having knowledge about IE, type of disability, and availability of support. Therefore, this study recommended comprehensive IE courses and hands-on experiences at the teacher training colleges and universities to develop the knowledge and skill needed to mainstream CWDs to foster inclusiveness.