Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction

Figures & data

Figure 1. Attitudes towards the common teaching of pupils with different language skills.

Table 1. Mean scores towards the common teaching of pupils with different language skills.

	M	SD
In-service teachers	4.83	1.47
Pre-service teachers	5.32	1.14
Parents	4.64	1.49

Figure 2. Attitudes towards the common teaching of pupils with different language skills separately for female and male participants.

Figure 3. Attitudes towards the common teaching of pupils with different language skills separately for participants with and without migration background.

Figure 4. Mean scores and standard deviations of the different integration settings of in-service teachers, pre-service teachers and parents.

Table 2. Mean scores of the attitudes towards the development of the pupils in the different integration settings.

		M	SD
	fully included	2.86	0.61
In-service teachers	partly included	2.85	0.62
	fully segregated	2.77	0.71
	control case	3.16	0.57
	fully included	2.88	0.52
Pre-service teachers	partly included	2.81	0.58
	fully segregated	2.82	0.58
	control case	3.17	0.45
	fully included	2.59	0.61
Parents	partly included	2.73	0.56
	fully segregated	2.67	0.61
	control case	3.09	0.57

Figure 5. Attitudes towards the development of pupils within the different integration settings separately for the three sub-groups.

Table

Item Nr.	Original AIS (Sharma and Jacobs 2016)	Adapted AIS (English version)	Adapted AIS (German version)
Intro- duction	The AIS measures educators’ attitudes to the inclusion of students with diversities in regular schools. Inclusion means that students who have diverse learning needs are educated in regular classrooms alongside their peers with necessary support to students and the teacher. Please rate your degree of agreement by choosing one of the 7 anchors that best reflects your agreement with each statement. Please note that there are no right or wrong answers.	Please rate your degree of agreement by choosing one of the seven anchors that best reflects your agreement with each statement. Please note that there are no right or wrong answers.	Bitte bewerten Sie den Grad Ihrer Zustimmung, indem Sie eine der sieben Stufen, die am besten Ihre Zustimmung in Bezug auf die jeweilige Aussage widerspiegelt, auswählen. Bitte beachten Sie, dass es keine richtigen oder falschen Antworten gibt.’
1	1. ‘I believe that all students regardless of their ability should be taught in regular classrooms. ‘	̔I believe that all students regardless of their German language ability should be taught in regular classrooms.̕	‘Ich glaube, dass alle SchülerInnen unabhängig von ihren Deutschkenntnissen in gemeinsamen Klassen unterrichtet werden sollten.’
2	2. ̔I believe that inclusion is beneficial to all students socially.̕	̔I believe that a composite class with students with different German language abilities is beneficial to all students socially.̕	‘Ich glaube, dass sich der gemeinsame Unterricht von SchülerInnen mit unterschiedlichen Deutschkenntnissen positiv auf das Sozialverhalten aller SchülerInnen auswirkt.’
3	Not included in the original AIS	̔I believe that a composite class with students with different German language abilities in beneficial to the class community.̕	‘Ich glaube, dass sich der gemeinsame Unterricht von SchülerInnen mit unterschiedlichen Deutschkenntnissen positiv auf das Klassengefüge auswirkt.’
4	3. ̔I believe that inclusion benefits all students academically.̕	̔I believe that a composite class with students with different German language abilities benefits all students academically.̕	‘Ich glaube, dass sich der gemeinsame Unterricht von SchülerInnen mit unterschiedlichen Deutschkenntnissen positiv auf das Lernen aller SchülerInnen auswirkt.’
5	Adapted from item 2 of the original AIS	̔I believe that a composite class with students with different German language abilities is beneficial to the social development of all pupils.̕	‘Ich glaube, dass sich der gemeinsame Unterricht von SchülerInnen mit unterschiedlichen Deutschkenntnissen positiv auf die soziale Entwicklung aller SchülerInnen auswirkt.’
6	Adapted from item 2 of the original AIS	̔I believe that a composite class with students with different German language abilities is beneficial to the emotional development of all pupils.̕	‘Ich glaube, dass sich der gemeinsame Unterricht von SchülerInnen mit unterschiedlichen Deutschkenntnissen positiv auf die emotionale Entwicklung aller SchülerInnen auswirkt.’
7	Not included in the AIS	‘I believe that different languages in class promote the language abilities of all students.’	‘Ich glaube, dass unterschiedliche Sprachen in der Klasse die Sprachkompetenzen aller SchülerInnen fördern.’
8	Not included in the AIS	‘I believe that different languages of students enlarge school life.’	‘Ich glaube, dass unterschiedliche Sprachen von SchülerInnen den Schulalltag bereichern.’
9	Not included in the AIS	‘I believe that different languages of students in classrooms promote interests in languages.’	‘Ich glaube, dass unterschiedliche Sprachen von SchülerInnen in der Klasse das Interesse an Sprachen fördern.’
10	5. ̔I believe that placement of students with severe disabilities in special schools is the best option for education of such students.̕	‘I believe that placement of students with limited German language abilities in segregated German language tuition and support classes is the best option for educating such students.’	‘Ich glaube, dass SchülerInnen mit geringen Deutschkenntnissen in separaten Deutschförderklassen unterrichtet werden sollten.’

Table

1	2	3	4
not at all true	somewhat not true	somewhat true	certainly true

Table

	1	2	3	4
1. ‘I think that this child feels alone and isolated in this class.’
2. ‘I think that this child is developing a positive self-concept in this class.’
3. ‘I think that this child’s performance motivation increases when comparing herself/himself to her/his classmates.’
4. ‘I think that the quality of learning this child experiences in this class is very good.’
5. ‘I think that this child learns a lot in this class.’
6. ‘I think that this child is developing in a linguistically positive way in this class.’

Table

1	2	3	4
stimmt gar nicht	stimmt eher nicht	stimmt eher	stimmt genau

Table

	1	2	3	4
1. ‘Ich denke, dass sich das Kind in dieser Klasse alleine und ausgeschlossen fühlt.’
2. ‘Ich denke, dass das Kind in dieser Klasse ein positives Selbstkonzept entwickelt.’
3. ‘Ich denke, dass die Leistungsmotivation von dem Kind durch den Vergleich mit den MitschülerInnen steigt.’
4. ‘Ich denke, dass die Qualität des Unterrichts für das Kind in dieser Klasse sehr gut ist.’
5. ‘Ich denke, dass das Kind in dieser Klasse viel lernt.’
6. ‘Ich denke, dass sich dieses Kind in der Klasse sprachlich gut entwickeln wird.’

Sharma, U., and K. Jacobs. 2016. “Predicting In-Service Educators’ Intentions to Teach in Inclusive Classrooms in India and Australia.” Teaching and Teacher Education 55: 13–23. doi:10.1016/j.tate.2015.12.004.

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