Teacher attitudes toward inclusion practices
Date
2014
Authors
Murphy, Krista
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
Students
in
Nova
Scotia
are
taught
in
inclusive
classrooms,
meaning
that
students
with
special
needs
learn
alongside
their
typically
developing
peers.
The
purpose
of
this
study
was
to
identify
the
attitudes
of
teachers
in
Nova
Scotia’s
French--language
school
board,
the
Conseil
scolaire
acadien
provincial
(CSAP),
toward
inclusion
practices
and
to
examine
the
factors
that
influence
these
attitudes.
CSAP
teachers
were
invited
to
respond
to
an
online
questionnaire
to
share
their
views
on
inclusion.
Findings
revealed
a
combination
of
positive
and
negative
attitudes
toward
inclusion.
Teachers’
attitudes
were
found
to
be
related
to
their
beliefs
regarding
school
factors,
including
support
from
administration
and
access
to
adequate
professional
development.
Furthermore,
teachers’
attitudes
were
found
to
be
more
positive
when
teachers
had
greater
knowledge
and
training.
Positive
attitudes
toward
inclusion
were
more
common
among
teachers
in
elementary
and
P--12
schools
than
teachers
in
high
schools.
Description
Keywords
Inclusive classrooms , Conseil Scolaire Acadien Provincial