A comparative perspective on teacher attitude constructs that impact on Inclusive Education in South Africa and Sweden
2011 (English)In: South African Journal of Education, ISSN 0256-0100, Vol. 31, no 1, 74-90 p.Article in journal (Refereed) Published
This article is based on joint research between academics from South Africa and Sweden. In the research the influence of South African and Swedish teachers’ attitudes towards the practical application of inclusive education (IE) in the classroom was compared. The aim of the study was to identify and investigate problem areas pertaining to teachers’ attitudes to IE. Attitudes often relate to interaction with others. This study departs from Festiger’s theory of cognitive dissonance which deals with the influence of people’s attitudes and attitude change. In the research teachers from South Africa and Sweden completed the same questionnaire on perceptions pertaining to IE in their school system. A number of attitude construct were derived from the data via exploratory factor analysis methodology. Attitude-constructs included policy issues and specialised support; practical implementation of IE; teacher support structures; teachers’ receptiveness of IE implementation; the feasibility of proposed IE practices; and the role of special schools in an IE environment. Negative responses to some of the attitude constructs identified problem areas in Swedish and South African inclusive systems. The comparative nature of the article enabled the researchers to suggest remedial action within each country’s socio economic setting, and in this way affect change in teacher attitudes.
Place, publisher, year, edition, pages
2011. Vol. 31, no 1, 74-90 p.
comparison, Sweden South Africa, attitudes, inclusive education
Research subject Special Education
IdentifiersURN: urn:nbn:se:su:diva-49646ISI: 000287286200006OAI: oai:DiVA.org:su-49646DiVA: diva2:378869