Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

H. Tsakiridou¹ and K. Polyzopoulou^1,

¹Department of Primary Education, University of Western Macedonia, Florina, Greece

Cite this paper:
H. Tsakiridou and K. Polyzopoulou. Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs. American Journal of Educational Research. 2014; 2(4):208-218. doi: 10.12691/education-2-4-6

Abstract

The aim of this study is to examine the teachers’ attitudes toward the inclusion of students with special educational needs, in public schools and how these attitudes are influenced by their self-efficacy perceptions. The sample is comprised of 416 preschool, primary and secondary education teachers. The results show that, in general, teachers develop positive attitude toward the inclusive education. Higher self-efficacy was associated rather with their capacity to come up against negative experiences at school, than with their attitude toward disabled learners in the classroom and their ability to meet successfully the special educational needs students. The results are consistent with similar studies and reveal the need of establishing collaborative support networks in school districts and the development of teacher education programs, in order to achieve the enrichment of their knowledge and skills to address diverse needs appropriately.

Keywords:
inclusion self-efficacy teachers special educational needs students

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