Teachers' Attitudes towards Inclusive Education in School

15

Abstract

The work is aimed at identifying the attitude of teachers of general schools to inclusive education. The article presents the results of an empirical study obtained on a sample of teachers of Chelyabinsk (N=678). The study involved respondents aged 20 to 77 years, of which 94% were female and 6% male. The study included the study of three aspects of attitude: modality, character and position. A mass online survey was used, conducted using the Internet service “Yandex. Forms”. The results obtained allow us to say that teachers demonstrate a predominantly positive attitude towards inclusion (63,8%), regardless of their length of service and participation in the implementation of adapted educational programs. It is noted that the attitude towards inclusive education is characterized by the unwillingness of teachers to take a responsible position; weak desire to interact with parents; low readiness to improve their qualifications in matters of inclusion.

General Information

Keywords: inclusive education; mass school; teachers; children with disabilities; quality of inclusive education

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2024290507

Received: 04.03.2024

Accepted:

For citation: Roslyakova S.V., Sokolova N.A., Sivrikova N.V., Chernikova E.G. Teachers' Attitudes towards Inclusive Education in School. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2024. Vol. 29, no. 5, pp. 87–98. DOI: 10.17759/pse.2024290507. (In Russ., аbstr. in Engl.)

References

  1. Alekhina S.V., Melnik Yu.V., Samsonova E.V., Shemanov A.Yu. K voprosu otsenki inklyuzivnogo protsessa v obrazovatel'noy organizatsii: pilotazhnoye issledovaniye [On the issue of assessing the inclusive process in an educational organization: a pilot study]. Psikhologo-pedagogicheskiye issledovaniya = Psychological and pedagogical research, 2019. Vol. 11, no. 4, pp. 121–132. DOI:10.17759/psyedu.2019110410 (In Russ.).
  2. Alekhina S.V., Melnik Yu.V., Samsonova E.V., Shemanov A.Yu. Ekspertnaya otsenka parametrov inklyuzivnogo protsessa v obrazovanii [Expert evaluation of the parameters of the inclusive process in education]. Klinicheskaya i spetsial'naya psikhologiya = Clinical and Special Psychology, 2020. Vol. 9, no. 2, pp. 62–78. DOI:10.17759/cpse.2020090203 (In Russ.).
  3. Bruk Zh.Yu., Kukhterina G.V., Patrusheva I.V., Fedina L.V. Blagopoluchie pedagogov v usloviyakh inklyuzivnoi transformatsii shkoly [The well-being of teachers in the context of the inclusive transformation of the school]. TsITISE = CITISE, 2021, 2(28), pp. 533–542. DOI:10.15350/2409-7616.2021.2.49 (In Russ.).
  4. Volosnikova L.M., Ignatzheva S.V., Fedina L.V., Brook Zh.Yu. Uchitel' v inklyuzivnom klasse: vzaimosvyaz' otnosheniya k inklyuzii s udovletvorennost'yu rabotoi [A teacher in an inclusive classroom: the relationship between attitudes towards inclusion and job satisfaction]. Voprosy obrazovaniya = Educational Studies  /  Educational Studies Moscow, 2022, no. 2, pp. 60–87. DOI:10.17323/1814-9545-2022-2-60-87 (In Russ.).
  5. Goryunova L.V., Khamzakh A.S.Kh. Obshchie faktory, vliyayushchie na protsessy formirovaniya i realizatsii inklyuzivnogo obrazovaniya [General factors influencing the processes of formation and implementation of inclusive education]. Problemy sovremennogo pedagogicheskogo obrazovaniya = Problems of modern pedagogical education, 2020, no. 69-4, pp. 66–76. (In Russ.).
  6. Grunt E.V. Inklyuzivnoe obrazovanie v sovremennoi rossiiskoi shkole: regional'nyi aspekt [Inclusive education in modern Russian school: regional aspect]. Vestnik Sankt-Peterburgskogo universiteta. Sotsiologiya = Bulletin of St. Petersburg University. Sociology, Vol. 12, no. 1, pp. 67–81. DOI:10.21638/spbu12.2019.105 (In Russ.).
  7. Dubov A.A., Glazkova D.B. Faktory effektivnogo inklyuzivnogo obrazovaniya [Factors of effective inclusive education]. Mir nauki, kul'tury, obrazovaniya = World of science, culture, education, 2023, no. 2(99), рр. 275–277. DOI:10.24412/1991-5497-2023-299-275-277 (In Russ.).
  8. Kalinina N.V., Volodina T.V. Trudnosti i bar'ery vzaimodeistvii pedagogov s inklyuzivnoi obrazovatel'noi sredoi [Difficulties and barriers of interaction of teachers with an inclusive educational environment]. Nizhegorodskoe obrazovanie = Nizhny Novgorod education, 2014, no. 4. pp. 61–68. (In Russ.).
  9. Kim V.G. Vazhnye aspekty psikhologo-pedagogicheskogo vzaimodeistviya massovoi shkoly s roditelyami, vospityvayushchimi detei s OVZ i detei-invalidov. Iz opyta raboty [Important aspects of the psychological and pedagogical interaction of a mass school with parents raising children with disabilities and children with disabilities. From work experience]. Vestnik nauki i obrazovaniya = Bulletin of science and education, Vol. 10(88), no. 2, pp. 91–96. DOI:10.24411/2312-8089-2020-11010 (In Russ.).
  10. Koneva O.B. Professional'noe i lichnostnoe razvitie pedagogicheskikh rabotnikov v usloviyakh realizatsii inklyuzivnogo obrazovaniya [Professional and personal development of teachers in the context of the implementation of inclusive education]. Nauchnoe obespechenie sistemy povysheniya kvalifikatsii kadrov = Scientific support for the system of advanced training, 2014, no. 4(21), pp. 5–11. (In Russ.).
  11. Koroleva E.G., Mukhlaeva T.V. Modul' inklyuzivnogo obrazovaniya kak klyuchevoi komponent soderzhaniya podgotovki rukovoditelei shkol [The module of inclusive education as a key component of the content of the training of school leaders]. Chelovek i obrazovanie = Man and Education, 2022, no. 3, pp. 164–171. DOI:10.54884/S181570410023132-0 (In Russ.).
  12. Koroleva Yu.A. Otnoshenie k inklyuzivnomu obrazovaniyu pedagogov obshcheobrazovatel'nykh organizatsii [Elektronnyi resurs] [Attitude towards inclusive education of teachers of educational organizations]. Nauchno-metodicheskii elektronnyi zhurnal «Kontsept» = Scientific and methodological electronic journal «Concept», 2016, no. 20, pp. 77–80. URL: http://e-koncept.ru/2016/56330.htm (Accessed 11.02.2024).
  13. Medova N.A. [i dr.]. Problemy inklyuzivnogo obrazovaniya: uchebnoe posobie [Problems of inclusive education: textbook]. Medova N.A. (eds.). Tomsk: Publ. House of the Tomsk State Pedagogical University, 2019. 136 p.
  14. Morgacheva E.N. Inklyuzivnoe obuchenie glazami pedagogov i roditelei [Inclusive education through the eyes of teachers and parents]. Vestnik RGGU. Seriya: Psikhologiya. Pedagogika. Obrazovanie = Bulletin of the Russian State University for the Humanities. Series: Psychology. Pedagogy. Education, 2013, no. 18(119), pp. 226– (In Russ.).
  15. Otnoshenie obshchestva k detyam s ogranichennymi vozmozhnostyami zdorov'ya i detyam-invalidam [The attitude of society towards children with disabilities and children with disabilities]. Moscow: Foundation for the Support of Children in Difficult Life Situations, 2017. 72 p.
  16. Federal'nyi zakon «Ob obrazovanii v Rossiiskoi Federatsii» ot 29.12.2012 N 273-FZ (poslednyaya redaktsiya) [Elektronnyi resurs]. [Federal Law “On Education in the Russian Federation” dated December 29, 2012 N 273-FZ (last edition)]. URL: http://www.consultant.ru/document/cons_doc_LAW_140174/ (Accessed07.2023).
  17. Sheveleva D.E. Inklyuzivnoe obrazovanie: sistema soprovozhdeniya detei s ogranichennymi vozmozhnostyami zdorov'ya pri integratsii v massovuyu shkolu [Inclusive education: a system of support for children with disabilities when integrating into a mass school]. Korrektsionno-pedagogicheskoe obrazovanie = Correction-pedagogical education, 2023, no. 1, pp. 5–16. (In Russ.).
  18. Chan E.S.S., Ho S.K., Ip F., Wong M.W.-Y. Self-Efficacy, Work Engagement, and Job Satisfaction among Teaching Assistants in Hong Kong’s Inclusive Education. SAGE Open, 2020. Vol. 10, no. 3, Art. 2158244020941008. DOI:10.1177/2158244020941008
  19. Cohen E. Principal Leadership Styles and Teacher and Principal Attitudes, Concerns and Competencies Regarding Inclusion. Procedia – Social and Behavioral Sciences, 2015, no. 186, pp. 758–764. DOI:10.1016/j.sbspro.2015.04.105
  20. Engelbrecht P., Savolainen H., Nel M., Malinen O.-P. How Cultural Histories Shape South African and Finnish Teachers’ Attitudes towards Inclusive Education: A Comparative Analysis. European Journal of Special Needs Education, Vol. 28, no. 3, pp. 305–318. DOI:10.1080/08856257.2013.777529
  21. Gunnþórsdóttir H., Jóhannesson I.A. Additional Workload or a Part of the Job? Icelandic Teachers’ Discourse on Inclusive Education. International Journal of Inclusive Education, Vol. 18, no. 6, pp. 580–600. DOI:10.1080/13603116.2013.802027
  22. Iliško D., Badjanova J., Ignatjeva S. Teachers’ Engagement with Work and Their Psychological Well-Being. Proceedings of the 14-th International Scientific Conference «Society. Integration. Education» (Rezekne, Latvia, 2020, May 22–23), 2020, pp. 102–110. DOI:10.17770/sie2020vol5.4981
  23. Khaleel N., Alhosani M., Duyar I. The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective. Frontiers in Education, Vol. 6. Art. no. 603241. DOI:10.3389/feduc.2021.603241
  24. Opoku M.P., Jiya A.N., Kanyinji R.C., Nketsia W. An exploration of primary teachers' attitudes towards inclusive education, retention, and job satisfaction in Malawi. International Journal of Whole Schooling, Vol. 17, no. 1, pp. 30–61.
  25. Perrin A.L., Jury M., Desombre C. Are teachers’ personal values related to their attitudes toward inclusive education? A correlational study. Social Psychology of Education, 2021. Vol. 24, no. 5, pp. 1085–1104. DOI:10.1007/s11218-021-09646-7
  26. Saloviita T. Attitudes of Teachers towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 2020. Vol. 64, no. DOI:10.1080/00313831.2018.1541819
  27. Saloviita T. Explaining Classroom Teachers’ Attitudes towards Inclusive Education. Support for Learning, Vol. 34, no. 4, pp. 432–442. DOI:10.1111/1467-9604.12277

Information About the Authors

Svetlana V. Roslyakova, PhD in Education, Associate Professor of the Department of Social Work, Pedagogy and Psychology, South Ural State University for the Humanities and Pedagogics, Chelyabinsk, Russia, ORCID: https://orcid.org/0000-0001-8305-0051, e-mail: roslyakovasv@cspu.ru

Nadezhda A. Sokolova, Doctor of Education, head of the Department of Social Work, Pedagogy and Psychology, South Ural State University for the Humanities and Pedagogics, Chelyabinsk, Russia, ORCID: https://orcid.org/0000-0003-2110-8320, e-mail: sokolovana@cspu.ru

Nadezhda V. Sivrikova, PhD in Psychology, Associate Professor of the Chair of Social Work, Pedagogy and Psychology, South Ural State Humanitarian Pedagogical University, Chelyabinsk, Russia, ORCID: https://orcid.org/0000-0001-9757-8113, e-mail: bobnv79@mail.ru

Elena G. Chernikova, PhD in Sociology, Associate Professor of the Department of Social Work, Pedagogy and Psychology, South Ural State University for the Humanities and Pedagogics, Chelyabinsk, Russia, ORCID: https://orcid.org/0000-0002-8858-9790, e-mail: chernikovaeg@cspu.ru

Metrics

Views

Total: 44
Previous month: 0
Current month: 44

Downloads

Total: 15
Previous month: 0
Current month: 15