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    Factors associated with primary school teachers' attitudes towards the inclusion of students with disabilities

    230326_230326.pdf (244.9Kb)
    Access Status
    Open access
    Authors
    Vaz, S.
    Wilson, N.
    Falkmer, M.
    Sim, A.
    Scott, Melissa
    Cordier, R.
    Falkmer, Torbjorn
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Vaz, S. and Wilson, N. and Falkmer, M. and Sim, A. and Scott, M. and Cordier, R. and Falkmer, T. 2015. Factors associated with primary school teachers' attitudes towards the inclusion of students with disabilities. PLoS ONE. 10 (8).
    Source Title
    PLoS ONE
    DOI
    10.1371/journal.pone.0137002
    School
    School of Occupational Therapy and Social Work
    Remarks

    This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/4.0/

    URI
    http://hdl.handle.net/20.500.11937/15593
    Collection
    • Curtin Research Publications
    Abstract

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

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