Paul Baerwald School of Social Work and Social Welfare, Hebrew University of Jerusalem, Jerusalem, Israel.
Seymour Fox School of Education, Hebrew University of Jerusalem, Jerusalem, Israel.
PLoS One. 2021 Sep 20;16(9):e0257657. doi: 10.1371/journal.pone.0257657. eCollection 2021.
While research has focused on understanding teachers' attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers' self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers' attitudes towards inclusion.
Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices.
Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion.
Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.
虽然研究已经集中在理解教师对特殊教育需求儿童纳入普通教育课堂的态度，但仍存在尚未解决的空白。本研究考察了小学教师感知自我效能感与对包容性态度之间的关系。该研究还探讨了教师自我效能感作为纳入政策知识、学校支持感知与教师对包容性态度之间的中介变量的作用。
在普通或特殊教育学校工作的教师（N=352）完成了评估对包容性态度、自我效能感、对当前政策的了解以及对包容性实践支持的感知的问卷。
更高的包容性政策知识感知和更高的包容性学校支持感知都与包容性自我效能感相关，而包容性自我效能感又与对包容性的更积极态度相关。
我们的结果表明，了解当地和国家政策对于提高实施有效教育实践的自我效能感很重要。为了加强包容性，必须向教师明确传达当地和国家政策。此外，领导力和支持性的学校环境有利于成功的包容性教育。
