Inklusionens fundamenter: en longitudinal undersøgelse af betydningen af lærere og pædagogers inklusionsholdninger og mestringsoplevelser

Abstract

This article reports on a large-scale longitudinal study on teachers’ and social educators’ attitudes and concerns towards inclusion as well as their self-efficacy for inclusive practices in schools in Denmark. We applied a survey constituted by The sentiments, attitudes, and concerns about inclusive education (SAICE) and Teacher efficacy for inclusive practice (TEIP) scales as well as questions concerning understandings of the notion of inclusion. The main findings of the study are that there is a correlation between attitudes and concerns regarding inclusion and teacher self-efficacy and that there are factors such as employment, experience and education that have an influence on attitudes towards inclusion.

Keywords

• inclusive education
• attitudes
• concerns
• teacher self-efficacy
• diversity
• public school