Teachers’ Attitudes Towards Students with Special Needs and Their Inclusive Education Program

Abstract

Our attitude impacts our daily lives and is reflected in our behaviour. This study examines teachers’ attitudes about aspects of inclusive education. Attitude towards the inclusive programs, towards students with special needs as well as towards the teachers’ additional responsibilities surrounding inclusive education were examined. Data were collected through a survey instrument using a six point Likert scale. The points were assessed a numerical value to allow the researcher to make calculations of attitude scores. The survey, which included demographic details and questions about attitudes, was administered to a teacher population in East Central Saskatchewan. The data were analyzed to produce attitude scores of the teacher population toward various aspects of inclusive education. The analysis looked at correlations between demographic characteristics and attitude scores. The only demographic feature that was shown to correlate with teacher attitude was the teachers’ level of education. Overall, average attitude scores were slightly positive. The most positive attitude was towards inclusive programs followed by attitudes towards students with special needs and still positive but weaker were teacher attitudes toward their own responsibilities in regard to their involvement in inclusion.