Attitudes of Teachers Towards Inclusive Education in Finland
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282. https://doi.org/10.1080/00313831.2018.1541819
Published inScandinavian Journal of Educational Research
© 2018 The Author(s)
Positive teacher attitudes are essential for success when children with special educational needs (SEN) are placed into mainstream classrooms. The present study surveyed teachers’ attitudes towards inclusion by using a large national sample and Teachers’ Attitudes towards Inclusion Scale (TAIS). A total of 1,764 Finnish basic-school teachers participated in the e-mail survey. They included 824 classroom teachers, 575 subject teachers and 365 special-education teachers. The classroom teachers scored below and the subject teachers significantly below, the neutral midpoint of the scale. The special-education teachers’ mean scores were above the midpoint. About 20% of teachers were strong opponents of inclusion, and 8% were strong advocates. The attitudes towards inclusion had only weak associations with variables other than the teacher category. Teachers’ work orientation and self-efficacy had low associations with their attitudes towards inclusion. The results illustrate the attitudinal climate of teachers towards inclusion and indicate the existing potential for policy change. ...
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Struggling for inclusive education in Japan and Finland : teachers’ attitudes towards inclusive education Moberg, Sakari; Muta, Etsuko; Korenaga, Kanako; Kuorelahti, Matti; Savolainen, Hannu (Routledge, 2020)The aim of this study was to analyse and compare teachers’ attitudes towards inclusive education in two culturally different countries: Finland and Japan. A sample of 362 Finnish and 1518 Japanese teachers participated in ...
Teacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis Savolainen, Hannu; Malinen, Olli-Pekka; Schwab, Susanne (Routledge, 2022)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 ...
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland : A comparative study using multi-group structural equation modelling Yada, Akie; Tolvanen, Asko; Savolainen, Hannu (Pergamon Press, 2018)This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural ...
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 ...