Teacher attitudes in Italy after 40 years of inclusion
Saloviita, T., & Consegnati, S. (2019). Teacher attitudes in Italy after 40 years of inclusion. British Journal of Special Education, 46(4). https://doi.org/10.1111/1467-8578.12286
Published inBritish Journal of Special Education
© 2019 NASEN
In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. This study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected from 153 basic school teachers using the Teachers' Attitudes towards Inclusion Scale (TAIS). The results indicate that the Italian teachers had a high level of commitment to inclusive education. Approximately 90% of the respondents agreed that students with special educational needs should be educated in mainstream classrooms, and only 7% felt that they should be transferred to special education classrooms instead. To improve the quality of inclusive education, the teachers most frequently mentioned the need for more in‐service training, smaller class sizes, and additional help from support teachers and therapists in the classroom.
PublisherWiley-Blackwell Publishing Ltd.
Publication in research information system
MetadataShow full item record
Additional information about fundingNo funding text.
Showing items with similar title or keywords.
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 ...
Saloviita, Timo (Routledge, 2020)Inclusive education as an alternative to traditional separate special education has gained recognition since the approval of the Salamanca Statement in 1994. The success of inclusion is considered to be highly dependent ...
A mixed-methods approach to developing an understanding of teachers’ attitudes and their enactment of inclusive education Engelbrecht, Petra; Savolainen, Hannu (Routledge, 2018)This research sought to develop an understanding of teachers’ attitudes, sense of self-efficacy and approach to enacting inclusive education in their classrooms in two diverse countries. A mixed-methods research design ...
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 ...
A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices Yada, Akie; Alnahdi, Ghaleb H. (Routledge, 2021)Although providing equal educational opportunity for all children is the common goal for inclusive education around the world, the way of implementation is influenced by cultural, historical, and socioeconomic factors of ...