Inclusive Practice: The influence of teachers´ attitudes and competence

Following the global drive toward more equity in educational systems in general, and inclusive education in particular (UN, 2006), research has focused increasingly on the extent to which teachers are or can be prepared to accommodate students with diverse special educational needs (SEN) in their classrooms. Teachers play a key role in creating inclusive learning environments (Borg, Hunter, Sigurjonsdottir, & D’Alessio, 2011) and for the successful implementation of inclusive practice (Meijer, Soriano, & Watkins, 2003). However, whilst teachers are faced with increasingly heterogeneous classrooms, relatively little is known about teachers´ perceived competence and willingness to accommodate a heterogeneous student population in relation to the characteristics of the school environment and demands of the educational system. In addition, it is important to consider teachers´ attitudes toward students with SEN and related behavioural intentions that may facilitate or hinder inclusion. More specifically, decisions concerning the interaction with and educational instruction of students with SEN may be affected by teachers´ perceived competence as well as by general stereotypes and associated attitudes, as attitudes can elicit positive or negative expectations and judgments, which, in turn, can enhance or limit the inclusion of students with SEN in mainstream schools.
The presentation will outline findings of the INCLUS project, funded by the Luxembourgish National research Foundation (FNR), concerning teacher variables associated with the successful implementation of inclusive practice. The project investigated teachers´ attitudes and perceived competence concerning the inclusion of children with special educational needs, and evaluated intervention modules aiming to support teachers in implementing inclusive practice. Findings and their implications will be discussed in terms of theory and their implications for teacher training programs.