Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16026
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dc.contributor.authorBoyle, Christopheren
dc.date.accessioned2014-11-04T15:20:00Z-
dc.date.issued2010-
dc.identifier.citationISEC 2010 Full Papers, p. 1-20en
dc.identifier.urihttps://hdl.handle.net/1959.11/16026-
dc.description.abstractThis seminar reports the findings of an extensive study which investigated the attitudes of teaching staff to inclusion in secondary schools. The research was conducted in one local authority area of Scotland and involved 392 teachers who completed an online questionnaire about their attitudes to inclusion as well as other details such as, length of teaching experience, gender, position, and subject area. Details of the development of the questionnaire will be presented as well as results which indicate that teachers, in certain situations, have more positive attitudes towards inclusion, than had hitherto been suggested. The results indicate levels of significance in areas that include, gender, teacher training institutions, and length of teaching service. Furthermore there is an unusual finding vis-à-vis the relationship between length of teaching service and attitude towards inclusion. This seminar goes further and discusses the possibilities that teaching staff are not being included in the discussions and the subsequent formulation of inclusive policy thus leading to difficulties with the successful operation of such policies. Teacher Attitudes Factor (TAF) is a concept that may have been neglected at the level of education management and factoring this into future inclusion policy developments may result in more successful school inclusion projects.en
dc.languageenen
dc.publisherQueen's University Belfasten
dc.relation.ispartofISEC 2010 Full Papersen
dc.titleJust what do Teachers Think about Inclusion in Secondary Schools?en
dc.typeConference Publicationen
dc.relation.conferenceISEC 2010: 7th Inclusive and Supportive Education Congress - Promoting Diversity and Inclusive Practiceen
dc.subject.keywordsSpecial Education and Disabilityen
local.contributor.firstnameChristopheren
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008930101 Learner and Learning Achievementen
local.profile.schoolSchool of Educationen
local.profile.emailcboyle7@une.edu.auen
local.output.categoryE2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20140728-114959en
local.date.conference2nd - 5th August, 2010en
local.conference.placeBelfast, United Kingdomen
local.publisher.placeUnited Kingdomen
local.identifier.runningnumberInclusionen
local.format.startpage1en
local.format.endpage20en
local.contributor.lastnameBoyleen
dc.identifier.staffune-id:cboyle7en
local.profile.roleauthoren
local.identifier.unepublicationidune:16263en
dc.identifier.academiclevelAcademicen
local.title.maintitleJust what do Teachers Think about Inclusion in Secondary Schools?en
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.conference.detailsISEC 2010: 7th Inclusive and Supportive Education Congress - Promoting Diversity and Inclusive Practice, Belfast, United Kingdom, 2nd - 5th August, 2010en
local.search.authorBoyle, Christopheren
local.uneassociationUnknownen
local.year.published2010-
local.date.start2010-08-02-
local.date.end2010-08-05-
Appears in Collections:Conference Publication
School of Education
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