Browsing by Subject "attityd"

Purpose. Equality is seen as the value that is the basis for inclusive school. Inclusive school can be seen as meaning each individual student's participation in their own local school community regardless of any challenges. More and more schools are working towards the goal of creating a common school for all students and thus inclusion is a current theme. The aim of this study was to get an idea of teachers' attitudes and possible prejudices towards inclusion which in themselves may have an inhibiting effect on the development work related to inclusive procedures by answering the research questions: "What kind of perceptions, values and possible prejudices does teachers express regarding inclusion?", "What challenges does inclusion entail in teachers' work?" and "What are the positive aspects of inclusion for students and teachers?" Theory and methods. For this quantitative research data was collected by using the Teacher's Attitude to Inclusion Scale (TAIS). TAIS includes questions and statements that are answered on a liking scale. The measuring instrument's 30 statements have been categorized according to the themes "Expected outcomes", "Workload", "Inclusion as a value" and "Children's rights". The analysis method is descriptive statistical. Reliability, variations and correlations have been examined in IBM SSPS version 26. Results and conclusions. The results show that teachers perceive inclusion as demanding. Both negative attitudes and prejudices towards inclusion emerge, which itself can complicate the development of inclusive procedures at school level. Nevertheless, teachers express that inclusion of students with special educational needs in general education groups has a promoting effect on both understanding and acceptance of differences in the group's other students.