Do Teachers Favor the Inclusion of All Students? A Systematic Review of Primary Schoolteachers' Attitudes towards Inclusive Education

Autor/inn/en	Lindner, Katharina-Theresa; Schwab, Susanne; Emara, Mona; Avramidis, Elias
Titel	Do Teachers Favor the Inclusion of All Students? A Systematic Review of Primary Schoolteachers' Attitudes towards Inclusive Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 6, S.766-787 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lindner, Katharina-Theresa) ORCID (Schwab, Susanne) ORCID (Emara, Mona) ORCID (Avramidis, Elias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2023.2172894
Schlagwörter	Inclusion; Students with Disabilities; Teacher Attitudes; Elementary School Teachers; Symptoms (Individual Disorders); Foreign Countries; Age Differences; Educational Attainment; Teacher Qualifications; Gender Differences; Personality Traits; Teaching Experience; Teacher Education; Teaching Conditions; Africa; Asia; Middle East; Europe; North America + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Psychiatrische Symptomatik; Ausland; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Lehrqualifikation; Geschlechterkonflikt; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehrerausbildung; Lehrerbildung; Lehrbedingungen; Unterrichtsbedingungen; Afrika; Asien; Vorderasien; Europa; Nordamerika
Abstract	It has been decades since inclusive education was introduced as the most favourable approach to educating students with special educational needs and disabilities. Still, according to research and practice, teachers' attitudes are seen as the most important key factor for its successful implementation. Therefore, there is an ongoing process of researchers investigating teachers' attitudes towards inclusive schooling. The aim of the current study was to do a follow-up of previous reviews on primary schoolteachers' attitudes (Avramidis and Norwich 2002; de Boer, Pijl, and Minnaert 2011). In total, 36 studies were analysed. The results indicate that primary school teachers tend to hold rather neutral or ambivalent attitudes towards inclusive education. Similar to previous review results, inclusion still seems to be a matter of students' type of disability. Therefore, regular primary school teachers do not favour the inclusion of all students when it comes to the concept of inclusion for all students. Directions for improving teachers' attitudes are widely missing in the studies of the last years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01