In-service teachers' attitudes, concerns, efficacy and intentions to teach in an inclusive classroom: An international comparison of Australian and Italian teachers.

Umesh Sharma, Paolo Aellio, Erika Marie Pace, Penelope Round, Pearl Karen Subban

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    38 Citations (Scopus)

    Abstract

    The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.
    Original languageEnglish
    Pages (from-to)437-446
    Number of pages10
    JournalEuropean Journal of Special Needs Education
    Volume33
    Issue number3
    DOIs
    Publication statusPublished - 2018

    Keywords

    • attitudes
    • intentions
    • inclusive education
    • Australia
    • Italy
    • cross-country comparisons

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