Using the Index for Inclusion to measure attitudes and perceptions of inclusion in teacher and school building leader candidates in the USA and Austria

ABSTRACT

The present investigation sought to understand the perceptions of, and attitudes toward, inclusive schooling in teacher and administrative candidates in the USA and Austria using items derived from the Index for Inclusion (Booth, T., and M. Ainscow. 2011. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE). Responses were analysed in terms of differences between institutions, past experience and certification area. Statistical findings were contextualised with responses to open questions designed to ascertain candidates’ understanding of inclusion. Significant differences were found between candidates from different institutions and from different certification areas. Additional results found interesting contradictions between reported attitudes toward inclusion and pervasive notions of a deficit model of inclusion. Finally, this work conducted statistical analysis on items derived from the Index for Inclusion, demonstrating a different application of this work, thus providing a significant contribution to the literature.

KEYWORDS:

• Educational leadership
• education policy
• curriculum and instruction
• disability
• inclusive education
• special education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Maria-Luise Braunsteiner

As a Professor of Education, Maria-Luise Braunsteiner, Ph.D. specializes in policies and practices toward inclusive education at the University College of Teacher Education, Lower Austria. Her main research focus is on implementing inclusive education in mainstream schools and higher education. As a member of a federal Quality Assurance Council in Austria she reviews and approves all newly-developed undergraduate and graduate teacher-education programs with a special focus on inclusion.

Susan Mariano-Lapidus

Fulbright Scholar in inclusive education, Dr Mariano-Lapidus specializes in Inclusion and policies and practices toward Inclusive education through a Disabilities Studies perspective in Mercy College in New York. Prior to earning her Ph.D. in Health and Behavior Disorders from Columbia University, she served as a classroom teacher for students with special education needs for more than 10 years. Dr. Mariano-Lapidus currently also serves as a consultant to schools and families.