The score of the participants were summed into a total score where the highest score indicated positive attitudes. Considering the questionnaire utilised a five point Likert scale, the scores matched this, meaning the mean of the total scale ( M = 3) indicated neutral beliefs (Civitillo, De Moor, & Vervloed, 2016).
In general both participants working as general teachers ( M = 3.58), and participants working as general and special educators ( M= 3.66) expressed positive attitudes towards inclusive education and benefits of inclusive education.
For the first section, attitudes towards inclusive education, GSE expressed slightly more positivity than GT ( M = 3.77 versus M = 3.67). Both groups scored most positive to including students with mobility issues in a regular classroom, GSE ( M = 5) somewhat more positive than GT ( M = 4.57) …show more content…
While one participant with 16 years or more experience was on average negative to inclusive education ( M = 2.77), another in the same category was slightly positive ( M = 3.27). The participants with up to 10 years of experience expressed neutral to positive attitudes ( M = 3.0 - M = 4.72). Participants with 11-15 years’ experience were positive to inclusive education ( M = 3.83 - M = 4.38).
For the second section, benefits of inclusive education, GT and GS expressed generally equal positivity ( M = 3.51 versus M = 3.58). Both GT and GSE had the most positive beliefs that inclusive education help students understand and accept individual diversity, where GSE were somewhat more positive than GT ( M = 4.6 versus M = 4.2). One participant believed that students in an inclusive environment had a better understanding of diversity, and developed a greater deal of tolerance, while another expressed that students benefit from being in an inclusive classroom in the way that they see that it is ok to have special needs and
In general both participants working as general teachers ( M = 3.58), and participants working as general and special educators ( M= 3.66) expressed positive attitudes towards inclusive education and benefits of inclusive education.
For the first section, attitudes towards inclusive education, GSE expressed slightly more positivity than GT ( M = 3.77 versus M = 3.67). Both groups scored most positive to including students with mobility issues in a regular classroom, GSE ( M = 5) somewhat more positive than GT ( M = 4.57) …show more content…
While one participant with 16 years or more experience was on average negative to inclusive education ( M = 2.77), another in the same category was slightly positive ( M = 3.27). The participants with up to 10 years of experience expressed neutral to positive attitudes ( M = 3.0 - M = 4.72). Participants with 11-15 years’ experience were positive to inclusive education ( M = 3.83 - M = 4.38).
For the second section, benefits of inclusive education, GT and GS expressed generally equal positivity ( M = 3.51 versus M = 3.58). Both GT and GSE had the most positive beliefs that inclusive education help students understand and accept individual diversity, where GSE were somewhat more positive than GT ( M = 4.6 versus M = 4.2). One participant believed that students in an inclusive environment had a better understanding of diversity, and developed a greater deal of tolerance, while another expressed that students benefit from being in an inclusive classroom in the way that they see that it is ok to have special needs and