A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority

TLDR

A survey of mainstream teachers’ attitudes toward including children with special needs was conducted shortly after the Green Paper was released. The study examines how pre‑service and post‑service training influences teachers’ support for inclusion. The survey sampled 81 primary and secondary teachers in a south‑west England local education authority. Teachers with active inclusion experience and university‑based professional development held more positive attitudes and greater confidence in meeting IEP requirements, underscoring the importance of professional development for fostering supportive attitudes toward inclusion.

Abstract

Abstract Attitudes of mainstream teachers towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper. The survey was carried out in one Local Education Authority in the south-west of England and the sample comprised of 81 primary and secondary teachers. The analysis revealed that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes. Moreover, the data showed the importance of professional development in the formation of positive attitudes towards inclusion. In particular, teachers with university-based professional development appeared both to hold more positive attitudes and to be more confident in meeting the IEP requirements of students with SEN. The role that training at both pre-service and post-service levels has in the development of teachers' support for inclusion is discussed.