Teachers' attitudes towards the inclusive participation of students with special educational needs in Malta

Abstract

Classrooms have become more heterogenous over the years and inclusive education is a fundamental component in many government policies. A significant component in the successful implementation of any inclusion policy relies on of the attitudes and views of teachers. This study extended past research on teachers’ attitudes toward the inclusion of students with special educational needs (SEN). A quantitative methodology was adopted. The sample was comprised of teachers (N = 150) who completed an online adaptation of the Teachers Attitudes Toward Inclusion scale (TAIS). Teachers were divided into high, medium and low attitude groups. No differences were found between teacher attitude groups on the demographic characteristics. Attitudes toward inclusion increased with greater perceived adequacy of support and positive attitudes were associated with a greater willingness to include this group of students. Teachers were more willing to include students with hearing difficulties, physical difficulties, and speech and language difficulties. On the other hand, they were least willing to include behavioural difficulties and/or multiple difficulties. The results were in line with those from previous research. The findings were interpreted in light of the literature with consideration to the limitations of the present study.