Just what do Teachers Think about Inclusion in Secondary Schools?

Christopher Boyle

    Research output: Book chapter/Published conference paperConference paperpeer-review


    This seminar reports the findings of an extensive study which investigated the attitudes of teaching staff to inclusion in secondary schools. The research was conducted in one local authority area of Scotland and involved 391 teachers who completed an online questionnaire about their attitudes to inclusion as well as other details such as, length of teaching experience, gender, position, and subject area. Details of the development of the questionnaire will be presented as well as results which indicate that teachers, in certain situations, have more positive attitudes towards inclusion, than had hitherto been suggested. The results indicate levels of significance in areas that include, gender, teacher training institutions, and length of teaching service. Furthermore there is an unusual finding vis-Ã -vis the relationship between length of teaching service and attitude towards inclusion. This seminar goes further and discusses the possibilities that teaching staff are not being included in the discussions and the subsequent formulation of inclusive policy thus leading to difficulties with the successful operation of such policies. Teacher Attitudes Factor (TAF) is a concept that may have been neglected at the level of education management and factoring this into future inclusion policy developments may result in more successful school inclusion projects.
    Original languageEnglish
    Title of host publicationISEC2010
    Subtitle of host publicationPromoting diversity and inclusive practice
    Place of PublicationBelfast, Ireland
    Number of pages1
    Publication statusPublished - 2010
    EventInclusive and Supportive Education Congress (ISEC) - Belfast, Ireland, Ireland
    Duration: 02 Aug 201005 Aug 2010


    ConferenceInclusive and Supportive Education Congress (ISEC)


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