General Education and Special Education Teachers' Attitudes towards Inclusion
Keywords:
acquire social skills, acquire behavioural skills and develop a work ethicAbstract
This study's objectives were to (1) investigate whether or not levels of self-efficacy, teacher type, and education level are factors that predict teachers' attitudes toward inclusion of students with disabilities; and (2) determine whether or not differences in teachers' attitudes toward inclusion of students with disabilities exist between general education and special education teachers. An online survey was used to gather data from 118 elementary and middle school teachers, and then a two-way analysis of variance and multiple regression were used to analyse the data and provide answers to the study questions. According to the findings, the attitudes of teachers who worked in special education were significantly more positive toward inclusion than those of teachers who worked in general education. Furthermore, both teacher type and self-efficacy were found to be predictors of teachers' attitudes toward inclusion. Higher levels of self-efficacy were linked to more favourable views toward inclusion. Change in practise may be accomplished if school district leaders adopt teacher training to promote teacher self-efficacy on inclusive practises.
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