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Variables affecting teachers' attitudes towards inclusive education in Bangladesh
Author(s) -
Ahmmed Masud,
Sharma Umesh,
Deppeler Joanne
Publication year - 2012
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/j.1471-3802.2011.01226.x
Subject(s) - inclusion (mineral) , mainstream , context (archaeology) , government (linguistics) , psychology , mainstreaming , special education , pedagogy , mathematics education , medical education , political science , medicine , social psychology , geography , linguistics , philosophy , archaeology , law
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy‐makers and international organisations working on the implementation of inclusive education.