Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties.
Teachers' beliefs in inclusive education can be influential toward the success of inclusive practices and also students' successes and failures within the classroom. Having a clear understanding and high expectations toward students with specific learning difficulties (SpLD) is important if these students are to reach their potential. This study examined 276 British primary and secondary teachers' perceptions toward inclusive education for all, and their causal attributions toward students with and without SpLD. The results show that teachers who believe that inclusive education is an effective way to teach all students, provide greater positive feedback, feel less frustrated, and hold lower expectations for future failure, in comparison to their colleagues with more negative inclusive educational beliefs. Teachers need to believe that inclusive education is an effective way to teach all students, and that they, as teachers are capable of managing this. However, they need to be provided with relevant systemic support.
['Woodcock|Stuart|S|https://orcid.org/0000-0002-2035-8638']
D000076363:Academic Success D000328:Adult D003469:Culture D005260:Female D006801:Humans D008282:Mainstreaming, Education D008297:Male D008875:Middle Aged D000070777:School Teachers D000067559:Specific Learning Disorder D013334:Students D006113:United Kingdom
inclusive education specific learning difficulties attribution theory