Teacher's attitudes towards inclusion and the inclusion of students with emotional and behavioural disorders
DisciplineMaster's Degree Programme in Educational LeadershipMaster's Degree Programme in Educational Leadership
Inclusion is both a symbolic and a practically meaningful process inextricably inter-twined with equity, social and educational participation. Teachers are a fundamental part of this process. Therefore, their attitudes carry a dynamic, which, in turn can be linked to educational success and inclusive implementation. Students with emotional and behavioural disorders constitute a challenging and vulnerable group of students, often excluded from the educational setting, with severe academic and social consequences. The main objective of the current study was to explore teachers’ attitudes to-wards the inclusion of students with emotional and behavioural disorders, in primary and secondary education. To achieve this aim, it was important to draw on the relationship between teachers’ attitudes towards inclusion in general and towards the inclusion of students with emotional and behavioural disorders. The purpose was also to evaluate which type of emotional and behavioural disorders was more challenging and to select, which element of support was considered to be vital, in meeting the needs of students with emotional and behavioural disorders. A survey using a questionnaire was conducted, so as to collect data from three hundred participants from primary and secondary education respectively, both from rural and urban areas in Greece. The findings indicated that the teachers, who were ready to include students with disabilities and/or learning difficulties in general, were also positive towards stu-dents with emotional and behavioural disorders. Primary school teachers were more positive towards inclusion than secondary teachers. Schizophrenia was the type of emotional and behavioural disorder characterized as most challenging. The school psychologist and collaboration with parents have gathered the majority of the responses. The main idea of the findings supported that previous experience and education comprised fundamental factors, having a direct effect on the teachers’ attitudes and that inclusive implementation requires practical support. ...
MetadataShow full item record
- Pro gradu -tutkielmat 
Showing items with similar title or keywords.
Hoffmann, Lisa; Närhi, Vesa; Savolainen, Hannu; Schwab, Susanne (Wiley, 2021)Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate ...
Teacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis Savolainen, Hannu; Malinen, Olli-Pekka; Schwab, Susanne (Routledge, 2020)Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes ...
Understanding attitudes and self-efficacy of in-service teachers and professionals towards inclusive education in the Republic of Armenia Alaverdyan, Vahan (2018)The concept and practices of inclusive education have been spreading worldwide for over two decades, pushing governments to adopt child-centered policies and consider basic school education as a fundamental human right for ...
A comparative study on teachers' attitudes towards inclusive education in Slovenia, Lithuania, and Finland Murtonen, Carita (2020)Inclusive education is an evolving ideological and practical change in the education sector globally. Teachers’ attitudes and commitment to inclusive education has an important role. Inclusive education is a context-related ...
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education Yada, Akie; Leskinen, Markku; Savolainen, Hannu; Schwab, Susanne (Elsevier, 2022)This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators ...