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.