Faculty Publications

Urban Early Childhood Teachers’ Attitudes Towards Inclusive Education

Document Type

Article

Keywords

early childhood teachers, disability, inclusion, inclusive education, attitudes

Journal/Book/Conference Title

Early Child Development and Care

Volume

182

Issue

9

First Page

1167

Last Page

1184

Abstract

This study investigated the relationship between urban early childhood teachers' attitudes towards inclusive education and personal characteristics, professional background, and programme context. Questionnaires were completed by teachers (n = 130) who taught preschool children in primarily low-income, urban neighbourhoods. Attitude ratings were slightly above average, suggesting that teachers overall had a moderately positive attitude towards inclusive education. A hierarchical regression analysis was used to examine potential factors influencing ratings of inclusive education. Results indicated that none of the variables related to personal demographics significantly predicted overall attitude about inclusion. Among variables related to professional background, having had a positive past experience with children with disabilities predicted a positive attitude. The teachers' role within the programme also predicted attitude towards inclusive education, with lead teachers having a more positive attitude than assistant teachers. Implications are discussed for practice as well as for future research.

Department

Department of Special Education

Original Publication Date

1-1-2012

DOI of published version

10.1080/03004430.2011.602191

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