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Using a sample of 1679 educators and the ATTAS-mm scale with a triadic model, the study finds significant national differences in overall attitudes and in cognitive, affective, and behavioural subscales with moderate effect sizes. Findings support tailoring professional development and caution against exporting policy as best practice without context.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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on educators' attitudes toward inclusion  \nJess Gregoryi  \nSouthern Connecticut State University, USA  \nAbstract  \nFramed in terms of global policy pressures, this study explored differences in educator attitudes towards the inclusion of children with mild to moderate disabilities in the general education setting in Australia, Barbados, Romania, Turkey, and the United States. The purpose of this study was to investigate how educator attitudes towards the inclusion vary between nations that have disparate forms of special education systems. A sample of 1679 educators was analysed using the Attitudes Towards Teaching All Students (ATTAS-mm) and a triadic model of attitudes. Significant differences were found between nations. In addition to a statistically significant difference in the overall attitude scale, the three subscales: cognitive, affective and behavioural also demonstrated statistically significant differences with moderate effect sizes. These results support the differentiation of professional development for educators dependent on the setting and admonish against policy makers exporting educational policies as best practices regardless of context.  \nKeywords: inclusive education; special education; education policy; national capital; international comparative education; educator attitudes; educational leadership  \nDOI: 10.29329/epasr.2018.137.8  \ni Jess Gregory, Ed.D., Associate Professor, Educational Leadership and Policy Studies Southern Connecticut State University, TE-6, Room 123, 501 Crescent Street, New Haven, CT 06515, Email: [gregoryj2@southernct.edu](gregoryj2@southernct.edu)  \nIntroduction  \nEducation as a basic human right is increasingly being recognized globally and it is supported by international organizations and much of the developed world (Waddington & Toepeke, 2014) . With this global support, educators are still unclear as to what inclusion of students with disabilities means, offering varying definitions and interpretations around the world (see Ainscow, Dyson, & Weiner, 2013/14) . For this piece, inclusive education is defined as educators and schools ensuring that children can access the curriculum by not only being physically included into the educational setting, but also, ensuring that the curricular materials are being appropriately modified and used by educators to allow all children to access them.  \nWithin the external push for increased inclusion, the educators’ attitudes are often taken for granted by school leaders. Legal expectations that inclusive services be offered to students with disabilities is not a guarantee that such services will be provided nor is it a guarantee that the services provided are successful (Waddington & Toepeke, 2014) . The attitudes of the general education teacher toward the inclusion of children with disabilities are a critical part of inclusive education; how educators perceive their ability to teach children with disabilities and educators’ overarching attitudes toward inclusion will largely determine the success of the children with disabilities (Hunter-Johnson, & Newton, 2014; Unianu, 2012; Wilczenski, 1992) . Educators need to have an accepting and willing attitude toward the instruction of all learners (Mintz, 2007) and removing any attitudinal barriers is crucial to the success of inclusion (Waddington & Toepeke, 2014) . Even when children are accepted into the physical space of general education classrooms and the expected instruction of the curriculum, children with disabilities may still be excluded (Gregory & Noto, 2011) .  \nThere are several factors that contribute to educators’ positive attitudes toward inclusion of children with disabilities (Silverman, 2007; Unianu, 2012) . Educators must think that children with disabilities can achieve their very best and that they can learn. Second, educators need to have a strong sense of selfefficacy for teaching children with disab","cbCaiuwYBBhdY8PN","https://ap.wps.com/l/cbCaiuwYBBhdY8PN","pdf",358283,22,"English","# Introduction\n## Global Desire for Social Reform\n## Internal and external pressures","[{\"question\":\"What does the study investigate about educator attitudes toward inclusion?\",\"answer\":\"It investigates how educator attitudes toward inclusion vary between nations that have different special education systems and how educators perceive inclusion for children with mild to moderate disabilities.\"},{\"question\":\"How was educator attitude data analyzed in the study?\",\"answer\":\"A sample of 1679 educators was analyzed using the Attitudes Towards Teaching All Students (ATTAS-mm) instrument and a triadic model of attitudes.\"},{\"question\":\"What do the results suggest for professional development and education policy?\",\"answer\":\"The results support differentiating professional development for educators based on context and caution policy makers against exporting educational policies as best practices regardless of setting.\"}]","Not my responsibility - The Impact of Separate Special Education Systems on Educators' Attitudes Toward Inclusion | PDF",1792094905,55]