Journal article

Publication year: 2018

Pages: 150-165

Journal: Educational Psychology in Practice: Theory, research and practice in educational psychology

Volume number: 34

Issue number: 2

DOI Link: https://doi.org/10.1080/02667363.2017.1417822

Publisher: Taylor and Francis Group

Abstract: 

Teachers’ attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion.

Harvard Citation style: Ewing, D., Monsen, J. and Kielblock, S. (2018) Teachers’ attitudes towards inclusive education: a critical review of published questionnaires, Educational Psychology in Practice, 34(2), pp. 150-165. https://doi.org/10.1080/02667363.2017.1417822

APA Citation style: Ewing, D., Monsen, J., & Kielblock, S. (2018). Teachers’ attitudes towards inclusive education: a critical review of published questionnaires. Educational Psychology in Practice. 34(2), 150-165. https://doi.org/10.1080/02667363.2017.1417822