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Attitudes Towards Inclusion: Gaps Between Belief and Practice

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Attitudes Towards Inclusion: Gaps Between Belief and Practice
QUT Digital Repository: http://eprints.qut.edu.au/

This is an updated author version of this journal article. To be published as: Hwang, Yoon-Suk (2010) Attitudes towards inclusion : gaps between belief and practice. International Journal of Special Education. (In Press)

© Copyright 2010 Please consult the author.

Attitudes Towards Inclusion: Gaps between Belief and Practice

Yoon-Suk Hwang Queensland University of Technology

David Evans University of Sydney

Abstract General education teachers in the Republic of Korea were investigated regarding their participation in programs to include students with disabilities in general education settings. Previous studies have shown that even general education teachers with positive attitudes towards inclusion are reluctant in practice to have students with disabilities in their classrooms. This study examines 33 Korean general education teachers from three primary schools in Seoul regarding their attitudes towards, and willingness to accommodate, the needs of a student with a disability. The results show that 41.37% of general education teachers had positive attitudes towards inclusion programs, while 55.16% were unwilling to actually participate. Quantitative data obtained through a questionnaire was supplemented by qualitative data obtained through interviews. The interviews focused on the positive and negative effects of inclusion, as well as problems in implementing inclusive education programs. The findings will be discussed in the light of previous international research and will highlight links between the age and teaching experience of general education teachers and their negative attitudes towards inclusion.

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Inclusion is a global trend in education that requires the involvement of and collaboration between educational professionals. While educational professionals accept the educational rights of children with disabilities and the principle of inclusion - that schools should provide for
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