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dc.contributor.authorSaloviita, Timo
dc.date.accessioned2020-01-27T12:11:23Z
dc.date.available2020-01-27T12:11:23Z
dc.date.issued2020
dc.identifier.citationSaloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. <i>Scandinavian Journal of Educational Research</i>, <i>64</i>(2), 270-282. <a href="https://doi.org/10.1080/00313831.2018.1541819" target="_blank">https://doi.org/10.1080/00313831.2018.1541819</a>
dc.identifier.otherCONVID_28750258
dc.identifier.otherTUTKAID_79686
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67542
dc.description.abstractPositive 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherSuomi
dc.subject.otherinclusive education
dc.subject.otherteacher attitudes
dc.subject.otherFinland
dc.subject.othersurvey
dc.subject.otherspecial education
dc.titleAttitudes of Teachers Towards Inclusive Education in Finland
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001231763
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2020-01-23T10:15:08Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange270-282
dc.relation.issn0031-3831
dc.relation.numberinseries2
dc.relation.volume64
dc.type.versionpublishedVersion
dc.rights.copyright© 2018 The Author(s)
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysoasenteet
dc.subject.ysoerityisopetus
dc.subject.ysoomatoimisuus
dc.subject.ysotyöorientaatio
dc.subject.ysovammaisuus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p5619
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
jyx.subject.urihttp://www.yso.fi/onto/yso/p15870
jyx.subject.urihttp://www.yso.fi/onto/yso/p11379
jyx.subject.urihttp://www.yso.fi/onto/yso/p6418
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/00313831.2018.1541819
dc.type.okmA1


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