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Support for Learning

Volume 26, Issue 4

The impact of a professional development programme on teachers' attitudes towards inclusion

DAWN B. MALE

Corresponding Author

Department of Psychology and Human Development at the Institute of Education, University of London

Dawn B. Male, Department of Psychology and Human Development, Institute of Education, University of London, 25 Woburn Square, London, WC1H OAA, Email:

d.male@ioe.ac.uk

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First published: 14 November 2011
https://doi.org/10.1111/j.1467-9604.2011.01500.x
Cited by: 7

Abstract

This article describes a study that aimed to answer the following question: ‘Will a programme of professional development in the area of special and inclusive education be effective in achieving attitudinal shift in teachers?’ Forty‐eight teachers who were enrolled on a Master's programme in Special and Inclusive Education were surveyed via a questionnaire at the beginning and end of a ten‐week introductory module. The results indicated overall attitudinal shift and attitudinal shift for four categories of inclusion to suggest more positive attitudes at the end of the module, compared with at the beginning. The implications for providers of pre‐ and in‐service education and training courses for teachers are discussed.

Number of times cited: 7

  • Stuart Woodcock and Ian Hardy, Probing and problematizing teacher professional development for inclusion, International Journal of Educational Research, 10.1016/j.ijer.2017.02.008, 83, (43-54), (2017).
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  • Birgit Paju, Lauri Räty, Raija Pirttimaa and Elina Kontu, The school staff's perception of their ability to teach special educational needs pupils in inclusive settings in Finland, International Journal of Inclusive Education, 20, 8, (801), (2016).
    Crossref
  • Karen Jacobs and Elke Struyf, A First Step Toward a Comprehensive Model of Integrated Socio-emotional Guidance: Investigating the Effect of Teachers’ Task Perception and a Supportive Network at School, The Journal of Educational Research, 108, 2, (95), (2015).
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  • Chevon Lopez and Tim Corcoran, Relationships with special needs students: exploring primary teachers' descriptions, International Journal of Inclusive Education, 18, 12, (1304), (2014).
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  • Stijn de Laat, Ellen Freriksen and Mathijs P.J. Vervloed, Attitudes of children and adolescents toward persons who are deaf, blind, paralyzed or intellectually disabled, Research in Developmental Disabilities, 34, 2, (855), (2013).
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  • Karen Jacobs and Elke Struyf, Integrated social and emotional guidance: what do secondary education teachers think?, European Journal of Psychology of Education, 28, 4, (1567), (2013).
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  • Debby Watson, Anthony Feiler and Beth Tarleton, Involving Young Disabled People in the Research Process: The Experiences of the PIE Research Project Team, Children & Society, (n/a), (2012).
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