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dc.contributor.authorSaloviita, Timo
dc.date.accessioned2020-03-04T06:56:36Z
dc.date.available2020-03-04T06:56:36Z
dc.date.issued2020
dc.identifier.citationSaloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. <i>Journal of Research in Special Educational Needs</i>, <i>20</i>(1), 64-73. <a href="https://doi.org/10.1111/1471-3802.12466" target="_blank">https://doi.org/10.1111/1471-3802.12466</a>
dc.identifier.otherCONVID_32106788
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68048
dc.description.abstractTeachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in‐classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal variables, including self‐efficacy and child‐centredness, and demographic variables, including age and gender, were also associated with attitudes towards inclusion. It is argued that vicious circle exists between resources and teacher attitudes. The negative climate towards inclusion prevents the legislation that would guarantee adequate resources for mainstream teachers who have students with support needs in their classrooms. The lack of legal guarantees, in turn, prevents negative teacher attitudes towards inclusive education from changing. Although the overall progress in inclusive education is tied to the development of cultural values, the promise of more inclusion in schools goes hand‐in‐hand with the availability of adequate resources.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing Ltd.
dc.relation.ispartofseriesJournal of Research in Special Educational Needs
dc.rightsIn Copyright
dc.subject.otherinklusiivinen opetus
dc.subject.othererityisopetus
dc.subject.otheropettajat
dc.subject.otherSuomi
dc.subject.otherinclusive education
dc.subject.otherteachers
dc.subject.otherFinland
dc.subject.otherspecial education
dc.titleTeacher attitudes towards the inclusion of students with support needs
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202003042270
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange64-73
dc.relation.issn1471-3802
dc.relation.numberinseries1
dc.relation.volume20
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 NASEN
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1111/1471-3802.12466


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