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Teachers’ cognitive, affective, and behavioural attitudes were assessed using a 7-point Likert scale survey, the Inclusion Scale for High School Teachers, administered to 150 teachers from an urban school division in central Canada. Descriptive statistics summarized demographics, while Somers’ Delta tested relationships between teacher demographics, school environment variables, and attitudes. Results show overall attitudes more positive than negative, with behavioural attitudes highest and affective attitudes lowest. Key influences include leadership experience, access to human resources and supports, and inclusion-related professional development. Recommendations outline actions for provincial government, school divisions, administration, and teachers, plus directions for future studies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-school-teachers-attitudes-toward-inclusion-a-canadian-perspective/594952/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-school-teachers-attitudes-toward-inclusion-a-canadian-perspective/594952.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were teachers’ attitudes toward inclusion measured?","Question",{"text":112,"@type":113},"Using a 7-point Likert scale survey called the Inclusion Scale for High School Teachers, which included a demographic questionnaire and statements covering cognitive, affective, and behavioural attitudes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the study find about teachers’ overall attitudes?",{"text":117,"@type":113},"Teachers’ attitudes toward inclusion were more positive than negative. Behavioural attitudes were most positive, while affective attitudes were least positive.",{"name":119,"@type":110,"acceptedAnswer":120},"Which demographic or contextual factors influenced teachers’ attitudes most?",{"text":121,"@type":113},"Experience as lead teacher in an inclusive setting, access to human resources and supports, and professional development or training related to inclusion showed the greatest influence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594952,1792854990,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","RESEARCH REPORT  \nHigh School Teachers’ Attitudes Toward Inclusion: A Canadian Perspective  \nRandeen M. Cayer  \nThis study investigated Canadian high school teachers’ attitudes toward the inclusion of students with special education needs in the general classroom environment. Teachers’cognitive, affective , and behavioural attitudes toward inclusion were examined. Data were collected by using a 7-point Likert scale survey called the Inclusion Scale for High School Teachers created by Dr. Catherine Ernst (2006) .1 The survey, which included a demographic questionnaire as well as cognitive, affective , and behavioural attitude statements regarding inclusive practices, was conducted with a population of 150 high school teachers from a single urban school division in a large city in central Canada.  \nParticipants’ demographic information was analyzed using descriptive statistics. The Somers' Delta (Somers’ D) statistic was used to determine the strength and relatedness of the independent variables of teacher demographics and school environmental variables to the dependent variable of teacher attitude. Findings showed that high school teachers’ attitudes toward inclusion were more positive than negative. The teachers’ behavioural attitudes toward inclusion were most positive , while their affective attitudes toward inclusion were least positive.  \nThe demographic variables with the greatest influence on teacher attitudes toward inclusion were (a) experience as lead teacher in an inclusive setting, (b) access to human resources and supports, and (c) professional development and training related to inclusion. This study is of particular importance because it is the first study to focus specifically on Canadian high schoolteachers’ attitudes toward inclusion.  \nRecommendations for Future Practice  \nActions at the Provincial Government Level  \n􀁸 Increase funding to support school divisions’ equitable access to specialized clinicians province wide.  \n􀁸 Establish measurable standards that school divisions must meet to support professional development in the area of inclusion.  \no example: School divisions must provide 5 hours of professional development on the topic of inclusion each school year.  \n􀁸 Establish measurable standards that teachers must meet to further their training.  \no example: Teachers must attend 75 hours of professional development for each 5 years of teaching (equates to 3 teaching days per school year) .  \n􀁸 Implement a data base to track teachers’ professional development . Actions at the School Division Level  \n􀁸 Have specialized clinical supports available to all staff.  \n􀁸 Provide 5 hours of professional development on the topic of inclusion each year.  \n1 Ernst, C. (2006) . High school teachers' attitudes toward inclusion of students with special needs (Doctorial dissertation) . University of Rhode Island, USA.  \n􀁸 Permit two days of paid leave per year for teachers to attend external professional development sessions on the topic of inclusion .  \n􀁸 Permit one day of paid leave per month for teachers who are pursuing university degrees or specialized certifications in the field of education .  \nActions at the School Administrative Level  \n􀁸 Ensure that all staff gain experience as lead teachers in inclusive classrooms .  \n􀁸 Ensure that staff are aware of human resources that are available and how to enlist support.  \n􀁸 Develop a systematic approach to support teacher collaboration , such as mentorship programs or co-teaching models.  \n􀁸 Provide school-based professional development related to inclusion each year . Actions at the Teacher Level.  \n􀁸 Be open and willing to be lead teachers in an inclusive classroom .  \n􀁸 Seek out human resources and supports available within the school to support inclusion.  \n􀁸 Be active participants in peer mentorship or co-teaching models.  \n􀁸 Attend 5 hours of professional development related to inclusion each year.  \n􀁸 Pursue professional development goals to maintain standards","cbCaig8tfQV8OmoJ","https://ap.wps.com/l/cbCaig8tfQV8OmoJ","pdf",323030,"English","# Recommendations for Future Practice\n## Actions at the Provincial Government Level\n## Actions at the School Division Level\n## Actions at the School Administrative Level\n## Actions at the Teacher Level\n## Actions at the Manitoba Teachers’ Society Level\n## Direction for Future Studies\n# About the Researcher","[{\"question\":\"How were teachers’ attitudes toward inclusion measured?\",\"answer\":\"Using a 7-point Likert scale survey called the Inclusion Scale for High School Teachers, which included a demographic questionnaire and statements covering cognitive, affective, and behavioural attitudes.\"},{\"question\":\"What did the study find about teachers’ overall attitudes?\",\"answer\":\"Teachers’ attitudes toward inclusion were more positive than negative. Behavioural attitudes were most positive, while affective attitudes were least positive.\"},{\"question\":\"Which demographic or contextual factors influenced teachers’ attitudes most?\",\"answer\":\"Experience as lead teacher in an inclusive setting, access to human resources and supports, and professional development or training related to inclusion showed the greatest influence.\"}]","High School Teachers’ Attitudes Toward Inclusion: A Canadian Perspective | PDF",1792080156]