Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A comparative perspective on teacher attitude constructs that impact on Inclusive Education in South Africa and Sweden
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Show others and affiliations
2011 (English)In: South African Journal of Education, ISSN 0256-0100, Vol. 31, no 1, 74-90 p.Article in journal (Refereed) Published
Abstract [en]

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.
Keyword [en]
comparison, Sweden South Africa, attitudes, inclusive education
National Category
Pedagogy
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-49646ISI: 000287286200006OAI: oai:DiVA.org:su-49646DiVA: diva2:378869
Available from: 2010-12-16 Created: 2010-12-16 Last updated: 2012-01-26Bibliographically approved

Open Access in DiVA

No full text

Other links

http://www.ajol.info/index.php/saje/article/viewFile/63492/51335

Search in DiVA

By author/editor
Helldin, RolfDwyer, HelenSkarlind, Anders
By organisation
Department of Special Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 168 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf