Title

Supporting the transition to inclusive education: Teachers’ attitudes to inclusion in the Seychelles

Document Type

Journal Article

Publisher

Routledge

Place of Publication

United Kingdom

School

School of Education

RAS ID

21045

Comments

Originally published as: Main, S., Chambers, D. J., & Sarah, P. (2016). Supporting the transition to inclusive education: Teachers’ attitudes to inclusion in the Seychelles. United Kingdom : Routledge. n/a. 1-16. Original article available here

Abstract

The inclusion of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more inclusive societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are adequately prepared to teach in inclusive classrooms. When delivering a unit on inclusive education in the Seychelles, which was developed in Australia, we considered it essential to determine the suitability of the unit in supporting Seychellois teachers to teach inclusively. Teachers’ attitudes and beliefs about people with disability are two aspects that have consistently been shown to impact on a teacher’s willingness to include children with disability. Therefore, the Seychellois teachers were asked to complete questionnaires in the first and final weeks of the semester in which the teachers undertook the unit. The two sets of responses were analysed to determine significance and effect sizes of any change in attitudes and beliefs. Data revealed that the Seychellois teachers reported more positive attitudes and beliefs about the inclusion of children with disability in regular classrooms after completing the unit, suggesting that the unit of study was suitable for the Seychellois context.

DOI

10.1080/13603116.2016.1168873

Access Rights

Not open access

Share

 
COinS