Teachers' Perceptions of Inclusive Education in China, Finland, and South Africa: An International Comparative Approach

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-1 - Division K Section 3 Poster Session 1

Abstract

The influential role that teachers play in the development of inclusive education and the influence of their perceptions on this change process has been recognised widely. This paper reports on the first phase of an international comparative mixed methods research project that is based within a cultural historical framework and draws its data from China, South Africa and Finland. Data collection methods included two questionnaires measuring teachers’ attitudes towards inclusive education and their self-efficacy in implementing inclusive practices. Results indicate that each country’s historical commitment to inclusive education and its attendant historical and cultural legacies have mediated deeply embedded perceptions about who should be responsible for the education of students with special educational needs.

Authors

• Hannu Savolainen, University of Jyväskylä

• Petra Engelbrecht, Canterbury Christ Church University