Individual and cultural factors in teachers' attitudes towards inclusion: a meta-analysis

Tommy van Steen; Claire Wilson

doi:10.1016/j.tate.2020.103127

Individual and cultural factors in teachers' attitudes towards inclusion: a meta-analysis

Tommy van Steen^*, Claire Wilson

^*Corresponding author for this work

School of Education and Social Sciences

Research output: Contribution to journal › Article › peer-review

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Abstract

The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers’ attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world.

Original language	English
Article number	103127
Number of pages	13
Journal	Teaching and Teacher Education
Volume	95
Early online date	24 Jun 2020
DOIs	https://doi.org/10.1016/j.tate.2020.103127
Publication status	Published - 31 Oct 2020

Keywords

inclusive education
teacher attitudes
meta-analysis
cultural factors
demographics

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2020.103127

2020 05 27 Van Steen et al Individual acceptedAccepted author manuscript, 575 KBLicence: CC BY-NC-ND

Cite this

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title = "Individual and cultural factors in teachers' attitudes towards inclusion: a meta-analysis",

abstract = "The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers{\textquoteright} attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world.",

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AB - The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers’ attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world.

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KW - demographics

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Individual and cultural factors in teachers' attitudes towards inclusion: a meta-analysis

Abstract

Keywords

UN SDGs

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