Lärares inställningar till elevers olikheter En enkätundersökning av högstadielärares inställningar till inkludering

Abstract

Title: Teachers attitudes towards pupils differences – A questionaire-based study of teachers attitudes towards inclusion in compulsory school.

Purpose: The starting point of this study is to investigate whether there is a correlation between teachers' attitudes towards inclusion depending on the type of school the teachers are working in, what experience they have, their training in special education and the subject category they teach. The study examines teachers' attitudes to inclusion generally and inclusion of pupils who have a developmental disability. Other relationships that are investigated are the type of school versus the conditions for inclusion, leadership and consensus on the inclusion work. The survey targeted 129 teachers in compulsory school and compulsory education for pupils with learning disabilities, school year 7-9.

Theory: This study takes support from special education research and systems theory. Intrinsic to systems theory is the concept that everything is connected and mutually influences one another. It emerges that teachers' attitudes affect how effective inclusion work will, in turn, affect the individual student's schooling. In a social system such as school, people must be understood in relation to each other. The study's other comments are analyzed from Nilholm’s special educational perspective.

Method: The statistical study has utilized a questionnaire. The design of the survey instrument has been developed by slightly redesigning The Teachers Attitudes Towards Inclusion Scale, Tatis (2010) and the Attitude Towards Inclusion Instruments (1995) designed by Yates. This was done to accommodate the activities of the programs included in the study.

Results: There is no significant difference between the teachers attitudes towards inclusion depending on the type of school the teachers are working in, what experience they have, their training in special education and the subject category they teach. However, there is a significant difference when it comes to teachers' preferences on individual statements in the study. Teachers who have the shortest work experience are most positive towards inclusive education and create understanding and acceptance of pupils' differences. Teachers in compulsory education for pupils with learning disabilities are more positive to the claim that they experience greater job satisfaction than compulsory school teachers when they teach all students regardless of support needs. The more credits in special education teachers have, the more they believe themselves to be competent to teach students with different support needs. Teachers in compulsory education for pupils with learning disabilities are more beneficial to students who have a learning disability when getting their education in compulsory school class than do teachers in compulsory school. Teachers in compulsory education for pupils with learning disabilities are experiencing to a greater extent than teachers in compulsory school that they have the conditions to work inclusively. Teachers who teach practical-aesthetic subjects consider to a higher degree than other teachers that they have time to plan and personalize their teaching. The majority of teachers feel that it is pronounced by management that they will work on inclusion in schools. Fewer teachers feel that there is a common view of inclusion at school.