Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education

IF 2.6 3区教育学 Q1 EDUCATION, SPECIAL

European Journal of Special Needs Education Pub Date : 2023-02-22 DOI:10.1080/08856257.2023.2172894

Katharina Lindner, S. Schwab, Mona Emara, E. Avramidis

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引用次数: 4

Abstract

ABSTRACT It has been decades since inclusive education was introduced as the most favourable approach to educating students with special educational needs and disabilities. Still, according to research and practice, teachers’ attitudes are seen as the most important key factor for its successful implementation. Therefore, there is an ongoing process of researchers investigating teachers’ attitudes towards inclusive schooling. The aim of the current study was to do a follow-up of previous reviews on primary schoolteachers’ attitudes (Avramidis and Norwich 2002; de Boer, Pijl, and Minnaert 2011). In total, 36 studies were analysed. The results indicate that primary school teachers tend to hold rather neutral or ambivalent attitudes towards inclusive education. Similar to previous review results, inclusion still seems to be a matter of students’ type of disability. Therefore, regular primary school teachers do not favour the inclusion of all students when it comes to the concept of inclusion for all students. Directions for improving teachers’ attitudes are widely missing in the studies of the last years.

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老师们赞成包容所有的学生吗?小学教师对全纳教育态度的系统检讨

自全纳教育作为教育有特殊教育需要和残疾学生的最有利方法引入以来，已有几十年的历史。然而，根据研究和实践，教师的态度被认为是其成功实施的最重要的关键因素。因此，研究人员一直在调查教师对全纳教育的态度。当前研究的目的是对先前关于小学教师态度的评论进行后续调查(Avramidis and Norwich 2002;de Boer, Pijl, and Minnaert 2011)。总共分析了36项研究。结果表明，小学教师对全纳教育的态度趋于中立或矛盾。与之前的审查结果类似，纳入似乎仍然是学生残疾类型的问题。因此，普通小学教师在“全纳”的概念上并不赞成“全纳”。在过去几年的研究中，改善教师态度的方向普遍缺失。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Special Needs Education EDUCATION, SPECIAL-

CiteScore

6.00

自引率

7.70%

发文量

期刊介绍： The European Journal of Special Needs Education reflects the dynamic growth of the theory and practice of special needs education as it is emerging worldwide. Written for teachers and researchers it provides a forum for reporting and reviewing scholarly research and significant developments in the field of special educational needs.