Individual and cultural factors in teachers' attitudes towards inclusion: A meta-analysis

被引：68

作者：

van Steen, Tommy ^{[1
]}

Wilson, Claire ^{[2
]}

机构：

[1] Leiden Univ, Fac Governance & Global Affairs, Inst Secur & Global Affairs, Turfmarkt 99,Room 4-03, NL-2511 DC The Hague, Netherlands

[2] Univ West Scotland, Sch Media Culture & Soc, Elles Bldg East,High St, Paisley PA1 2BE, Renfrew, Scotland

来源：

TEACHING AND TEACHER EDUCATION | 2020年 / 95卷

关键词：

Inclusive education; Teacher attitudes; Meta-analysis; Cultural factors; Demographics; PRIMARY-SCHOOL TEACHERS; SPECIAL EDUCATIONAL-NEEDS; PRESERVICE TEACHERS; PUBLICATION BIAS; SELF-EFFICACY; DISABILITIES; STUDENTS; CHILDREN; BELIEFS; IMPACT;

D O I：

10.1016/j.tate.2020.103127

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers' attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world. (C) 2020 Elsevier Ltd. All rights reserved.

引用

页数：13

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