Teachers’ attitudes towards inclusive education

a critical review of published questionnaires

Donna L. Ewing*, Jeremy J. Monsen, Stephan Kielblock

*Corresponding author for this work

    Research output: Contribution to journalReview article

    10 Citations (Scopus)

    Abstract

    Teachers’ attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion.

    Original languageEnglish
    Pages (from-to)150-165
    Number of pages16
    JournalEducational Psychology in Practice
    Volume34
    Issue number2
    DOIs
    Publication statusPublished - 3 Apr 2018

    Keywords

    • critical review
    • inclusive education
    • scales
    • teacher attitudes

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