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Teachers’ Attitudes Towards inclusive Education in Austria

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dc.creator Peter Rossmann
dc.creator Sonja Gmeiner
dc.creator Barbara Ellmeier
dc.creator Hannelore Reicher
dc.creator Susanne Schwab
dc.creator Markus Gebhardt
dc.creator Barbara Gasteiger Klicpera
dc.date 2011-12-01T00:00:00Z
dc.date.accessioned 2015-08-12T11:21:57Z
dc.date.available 2015-08-12T11:21:57Z
dc.identifier 1869-4845
dc.identifier 1869-4934
dc.identifier https://doaj.org/article/8d800dcd629148e5949c6b31ef955ac3
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/29230
dc.description The study reports the results of several empirical studies on teachers’ attitudes towards the inclusion of pupils with special education needs in different academic settings. The survey’s data sets of altogether 578 primary school teachers in Austria, queried in 1998 and 2009, were reanalyzed. The chosen instrument of investigation was Reicher’s scale “Einstellung zur Integration in der Schule (EIS) [attitudes towards inclusion in school]“ (1988). Concerning reliability and factorial structure, the scale fulfills the requirements which an instrument of investigation has to achieve. With regards to content, the analysis of the data showed that teachers evaluate the inclusion of pupils with mental retardation as a greater challenge than the inclusion of pupils with physical or learning disabilities. With reference to the general attitude towards academic inclusion, there were no differences between primary school teachers and special education teachers. However, the results revealed a moderate effect of the field of work the respondents were engaged in. Teachers working in inclusive fields declare a more positive attitude towards academic inclusion than teachers in non-inclusive settings, disregarding the type of disability.
dc.language German
dc.publisher Pabst Science Publishers
dc.relation http://www.psychologie-aktuell.com/fileadmin/download/esp/4-2011_20120104/gebhardt.pdf
dc.relation https://doaj.org/toc/1869-4845
dc.relation https://doaj.org/toc/1869-4934
dc.source Empirische Sonderpädagogik, Vol 3, Iss 4, Pp 275-290 (2011)
dc.subject attitudes
dc.subject teachers
dc.subject inclusive education
dc.subject special educational needs
dc.subject disabilities
dc.subject survey
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.subject Special aspects of education
dc.subject LC8-6691
dc.subject Education
dc.subject L
dc.title Teachers’ Attitudes Towards inclusive Education in Austria
dc.type article


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