Teacher attitudes to inclusive education in Australia
Date
2023
Authors
Boyle, C.
Allen, K.-A.
Grembecki, J.
Editors
Boyle, C.
Allen, K.-A.
Allen, K.-A.
Advisors
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Volume Title
Type:
Book chapter
Citation
Inclusion, Belonging and Equity: Research for Sustainable Quality Education, 2023 / Boyle, C., Allen, K.-A. (ed./s), vol.Part F2700, Ch.2, pp.13-28
Statement of Responsibility
Christopher Boyle, Kelly-Ann Allen, Jessica Grembecki
Conference Name
Abstract
Understanding the issues that can affect successful inclusive education implementation is crucial in order to be successful. The focus of this chapter is around teachers’ attitudes to inclusion and their involvement in programme development. Often teachers are left out of discussions and inclusive education can be thrust upon them without adequate resourcing. There is evidence that by involving teaching staff, there is more chance of the inclusive programme being successful and meaningful. In this chapter Michael Lipsky’s pioneering sociological work on street-level bureaucrats is linked to inclusion policy and teacher willingness to engage with the approach. There is no doubt that inclusion is a perennially interesting and challenging subject in education. There are many chapters in this volume which consider various issues such as: student teacher perspectives, social inclusion, serious mental health issues, and teacher attitudes to inclusion. The topic of inclusion is now wide and varied, and this volume encapsulates the range of contemporary arguments and ensures that the reader is engaged on this journey.
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© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.