Teachers’ attitudes towards inclusion in high schools

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Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, background): “Social contact with special-needs students appears to lead to more positive teacher attitudes (Ahmmed, Sharma and Deppeler, 2012; Boyle, Topping, and Jindal-Snape, 2013; Brownlee and Carrington, 2000; Sharma, Forlin, Loreman, et al., 2006), as does private contact with friends or families with…”
Attitudes of Teachers Towards Inclusive Education in Finland (2018, background): “School principals have also been more positive than teachers (Boyle et al., 2013; Center & Ward, 1987), and primary school teachers have been more positive than secondary school teachers (Alvarez McHatton & McCray, 2007; Chiner & Cardona, 2013; Larrivee & Cook, 1979; Savage & Wienke, 1989).”
Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers (2016, result): “Perhaps, this finding is not too surprising given the work of Boyle, Topping, and Jindal-Snape (2013) and Gokdere (2012) who determined that new teachers seem to be more positive about inclusion than those with years of experience.”