Teachers’ Changing Attitudes and Preferences around Inclusive Education

References

• Act on Basic Education (1998/2010). Perusopetuslaki. Amendment June 24, 2010/642. Finlex 628/1998.
   Google Scholar
• Act on the Funding of Education and Culture. (2009). Finlex 29. 12.2009/1705 [in Finnish]. Retrieved from: http://www.finlex.fi/fi/laki/ajantasa/2009/20091705
   Google Scholar
• Ahmmed, M., Sharma, U., & Deppeler, J. (2014). Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh. Disability & Society, 29(2), 317–331.
   Web of Science ®Google Scholar
• Alvarez McHatton, A., & McCray, E. D. (2007). Inclination toward inclusion: Perceptions of elementary and secondary education teacher candidates. Action in Teacher Education, 29(3), 25–32.
   Google Scholar
• Author removed. (2015). Measuring pre-service teachers’ attitudes towards inclusive education: Psychometric properties of the TAIS scale. Teaching and Teacher Education, 52, 66–72.
   Web of Science ®Google Scholar
• Author removed. (2016). Teacher attitudes towards inclusive education in Finland and Brandenburg, Germany, and the issue of extra work. European Journal of Special Education, 31(4), 458–471.
   Web of Science ®Google Scholar
• Author removed. (2017). Confirmatory factor analysis of the scale measuring teacher attitudes towards inclusive education (TAIS). European Journal of Special Education Research, 2(6), 196–203.
   Google Scholar
• Author removed. (2018). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research. doi:10.1080/00313831.2018.1541819.
   Web of Science ®Google Scholar
• Author removed. (2019a). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64–73.
   Web of Science ®Google Scholar
• Author removed. (2019b). Teacher attitudes in Italy after forty years of inclusion. British Journal of Special Education, 46(4), 465–479.
   Web of Science ®Google Scholar
• Avramidis, E., Bayliss, P., & Burden, R. (2000a). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16, 277–293.
   Web of Science ®Google Scholar
• Avramidis, E., Bayliss, P., & Burden, R. (2000b). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191–211.
   Google Scholar
• Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147.
   Google Scholar
• Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85–95.
   PubMed Web of Science ®Google Scholar
• Bhatnagar, N., & Das, A. (2014). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs, 14(4), 255–263.
   Google Scholar
• Bornman, J., & Donohue, D. K. (2013). South African teachers’ attitudes toward learners with barriers to learning: Attention-deficit and hyperactivity disorder and little or no functional speech. International Journal of Disability, Development and Education, 60(2), 5–104.
   Web of Science ®Google Scholar
• Bowman, I. (1986). Teacher training and the integration of handicapped pupils: Some findings from a fourteen nation UNESCO Study. European Journal of Special Needs Education, 1(1), 29–38.
   Google Scholar
• Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching: Theory and Practice, 19(5), 527–542.
   Web of Science ®Google Scholar
• Center, Y., & Ward, J. (1987). Teachers’ attitudes towards the integration of disabled children into regular schools. The Exceptional Child, 34(1), 41–56.
   Google Scholar
• Chazan, M. (1994). The attitudes of mainstream teachers towards pupils with emotional and behavioural difficulties. European Journal of Special Needs Education, 9(5), 261–274.
   Google Scholar
• Chiner, E., & Cardona, M. C. (2013). Inclusive education in Spain: How do skills, resources, and supports affect regular education teachers’ perceptions of inclusion? International Journal of Inclusive Education, 17(5), 526–541.
   Web of Science ®Google Scholar
• Cornoldi, C., Terreni, A., Scruggs, T. E., & Mastropieri, M. A. (1998). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education, 19(6), 350–356.
   Web of Science ®Google Scholar
• Cornoldi, C., Terreni, A., Scruggs, T. E., & Mastropieri, M. A. (1999). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education, 19(6), 350–356.
   Google Scholar
• Coutsocostas, -G.-G., & Alborz, A. (2010). Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning disabilities in the classroom/school. European Journal of Special Education, 25(2), 149–164.
   Google Scholar
• de Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular classroom schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353.
   Web of Science ®Google Scholar
• Dziuban, D., & Shirkey, E. C. (1974). When is a correlation matrix appropriate for factor analysis? Some decision rules. Psychological Bulletin, 81(6), 358–361.
   Web of Science ®Google Scholar
• Engelbrecht, P., Savolainen, H., Nel, M., & Malinen, O.-P. (2013). How cultural histories shape South African and Finnish teachers’ attitudes towards inclusive education: A comparative analysis. European Journal of Special Needs Education, 28(3), 305–318.
   Web of Science ®Google Scholar
• Ernst, C., & Rogers, M. R. (2009). Development of the inclusion attitude scale for high school teachers. Journal of Applied School Psychology, 25(3), 305–322.
   Google Scholar
• European Agency for Development in Special Needs Education (EADSNE). (2012). Special-needs education country data. Odense, Denmark: Author.
   Google Scholar
• European Agency for Special Needs and Inclusive Education (EASNIE). (2014). Five Key Messages for Inclusive Education. Odense, Denmark: Author.
   Google Scholar
• Finnish National Agency for Education. (2014). Perusopetuksen opetussuunnitelman perusteet. [National Core Curriculum for Basic Education 2014]. Määräykset ja ohjeet 2014: 96. Helsinki: Opetushallitus.
   Google Scholar
• Finnish National Board on Research Integrity. (2009). The ethical principles of research in the humanities and social and behavioural sciences and proposals for ethical review. Helsinki: Author.
   Google Scholar
• Forlin, C., Douglas, G., & Hattie, J. (1996). Inclusive practices: How accepting are teachers? International Journal of Disability, Development and Education, 43(2), 19–33.
   Google Scholar
• Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195–2009.
   Web of Science ®Google Scholar
• Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn and Bacon.
   Google Scholar
• Giangreco, M. F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development and Education, 44(3), 193–206.
   Google Scholar
• Goodman, R. L., & Burton, D. M. (2010). The inclusion of students with BESD in mainstream schools: Teachers’ experiences of and recommendations for creating a successful inclusive environment. Emotional and Behavioural Difficulties, 15(3), 223–237.
   Google Scholar
• Gyimah, E. K., Sugden, D., & Pearson, S. (2009). Inclusion of children with special educational needs in mainstream schools in Ghana: Influence of teachers’ and children’s characteristics. International Journal of Inclusive Education, 13(8), 787–804.
   Web of Science ®Google Scholar
• Helldin, R., Bäckman, Ö., Dwyer, H., Skarlind, A., Hugo, A. J., Nel, N., & Müller, H. (2011). Opportunities for a democratic pedagogy: A comparative study of South African and Swedish teachers’ attitudes to inclusive education. Journal of Research in Special Educational Needs, 11(2), 107–119.
   Google Scholar
• Hernandez, D. A., Hueck, S., & Charley, C. (2016). General education and special education teachers’ attitudes towards inclusion. Journal of the American Academy of Special Education Professionals, 79–93.
   Google Scholar
• Horne, P. E., & Timmons, V. (2009). Making it work: Teachers’ perspectives on inclusion. International Journal of Inclusive Education, 13(3), 273–286.
   Web of Science ®Google Scholar
• Houck, C. K., & Rogers, C. J. (1994). The special/general education integration initiative for students with specific learning disabilities: A “snapshot” of programme change. Journal of Learning Disabilities, 27(7), 435–453.
   PubMed Web of Science ®Google Scholar
• Janney, R. E., Snell, M. E., Beers, M. K., & Raynes, M. (1995). Integrating students with moderate and severe disabilities into general education classes. Exceptional Children, 61(5), 425–439.
   Web of Science ®Google Scholar
• Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21–43.
   Web of Science ®Google Scholar
• Kumpulainen, T. (2014). Opettajat Suomessa 2013 [Teachers in Finland 2013]. Koulutuksen seurantaraportit 2014: 8. Helsinki: National Board of Education.
   Google Scholar
• Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The Journal of Special Education, 13(3), 315–324.
   Web of Science ®Google Scholar
• Leyser, Y., Kapperman, G., & Keller, R. (1994). Teacher attitudes toward mainstreaming: A cross-cultural study in six nations. European Journal of Special Needs Education, 9(1), 1–15.
   Google Scholar
• Loreman, T., Forlin, C., & Sharma, U. (2007). An international comparison of pre-service teacher attitudes towards inclusive education. Disability Studies Quarterly, 27(4), 1–13.
   Google Scholar
• Luokanopettajaliitto. (2009). In Erityisopetusuudistus uhkaa romuttaa Suomen koululaitoksen [Special education reform threatens to scrap the Finnish basic school]. Helsinki: Author.
   Google Scholar
• McLeskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, inclusive elementary school. The Journal of Special Education, 48(1), 59–70.
   Web of Science ®Google Scholar
• Ministry of Education. (2007). Erityisopetuksen strategia. [Strategy of special education]. Opetusministeriön työryhmämuistioita ja selvityksiä 2007: 47. Helsinki: Opetusministeriö.
   Google Scholar
• Minke, K. M., Bear, G., Deemer, S. A., & Griffin, S. M. (1996). Teachers’ experiences with inclusive classrooms: Implications for special education reform. Journal of Special Education, 30(2), 152–186.
   Web of Science ®Google Scholar
• Moberg, S. (2003). Education for all in the North and the South: Teachers’ attitudes towards inclusive education in Finland and Zambia. Education and Training in Developmental Disabilities, 38(4), 417–428.
   Web of Science ®Google Scholar
• Moberg, S., Zumberg, M., & Reinmaa, A. (1997). Inclusive education as perceived by prospective special education teachers in Estonia, Finland, and the United States. The Journal of the Association for Persons with Severe Handicaps, 22(1), 49–55.
   Google Scholar
• Myles, B. S., & Simpson, R. L. (1989). Regular educators’ modification preferences for mainstreaming mildly handicapped children. Journal of Special Education, 22(4), 479–491.
   Web of Science ®Google Scholar
• Pearson, V., Lo, E., Chui, E., & Wong, D. (2003). A heart to learn and care? Teachers’ responses toward special needs children in mainstream schools in Hong Kong. Disability & Society, 18(4), 489–508.
   Web of Science ®Google Scholar
• Pew Research Center. (2020). Pew research center methods.questionnaire design. Retrieved from: https://www.pewresearch.org/methods/u-s-survey-research/questionnaire-design/
   Google Scholar
• Savage, L. B., & Wienke, W. D. (1989). Attitudes of secondary teachers toward mainstreaming. High School Journal, 73(1), 70–73.
   Google Scholar
• Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51–68.
   Web of Science ®Google Scholar
• Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63(1), 59–74.
   Web of Science ®Google Scholar
• Sharma, U., Aiello, P., Pace, E. M., Round, P., & Subban, P. (2018). In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: An international comparison of Australian and Italian teachers. European Journal of Special Needs Education, 33(3), 437–446.
   Web of Science ®Google Scholar
• Sharma, U., Ee, J., & Desai, I. (2003). A comparison of Australian and Singaporean pre-service teachers’ attitudes and concerns about inclusive education. Teaching and Learning, 24(2), 207–217.
   Google Scholar
• Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 333–377.
   Web of Science ®Google Scholar
• Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-service teachers’ attitudes, concerns and sentiments about inclusive education: An international comparison of the novice pre-service teachers. International Journal of Special Education, 21, 80–93.
   Google Scholar
• Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21.
   Google Scholar
• Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school attributes as predictors of teachers’ responses to inclusion. Journal of Special Education, 31(1), 480–497.
   Google Scholar
• Statistics Finland. (2018). Erityisopetus 2017 [Special Education 2017]. Retrieved from: http://www.stat.fi/til/erop/2017/erop_2017_2018-06-11_fi.pdf
   Google Scholar
• Stoiber, K. C., Gettinger, M., & Goetz, D. (1998). Exploring factors influencing parents’ and early childhood practitioners’ beliefs about inclusion. Early Childhood Research Quarterly, 13(1), 107–124.
   Web of Science ®Google Scholar
• Subban, P., & Sharma, U. (2006). Primary school teachers’ perceptions of inclusive education in Victoria, Australia. International Journal of Special Education, 21(1), 42–52.
   Google Scholar
• United Nations. (2006). Convention on the rights of people with disabilities. New York: Author.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organisation (UNESCO). (1994). The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education: Access and Quality. Salamanca, Spain, 7-10, June 1994.
   Google Scholar
• Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom process, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015.
   Web of Science ®Google Scholar