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

Tommy van Steen*, Claire Wilson

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    53 Citations (Scopus)
    41 Downloads (Pure)

    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 languageEnglish
    Article number103127
    Number of pages13
    JournalTeaching and Teacher Education
    Volume95
    Early online date24 Jun 2020
    DOIs
    Publication statusPublished - 31 Oct 2020

    Keywords

    • inclusive education
    • teacher attitudes
    • meta-analysis
    • cultural factors
    • demographics

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