Select or Include: Links Between Selection Function and Teachers' Attitudes Toward Inclusive Education

• In Event: Special Educators: Attitudes, Satisfaction, and Retention

Abstract

Teachers’ attitudes toward inclusive education (ATI) appear crucial for the successful implementation of this policy. We argued that the selection function of the educational system (i.e., sorting students into different academic programs) would be incompatible with this policy so that teachers’ beliefs toward this function would be negatively linked to their ATI. Three studies tested this hypothesis using a mixed-method approach. Studies 1 and 2 brought support to this hypothesis. A pre-registered replication revealed mixed findings but showed a negative indirect effect of teachers’ beliefs in the selection function on their ATI through their beliefs in meritocracy. All these findings are discussed in light of the importance of ideological barriers to the successful application of inclusive education.

Authors

• Kamilla Khamzina, Université Clermont Auvergne

• Mickaël Jury, Université Clermont Auvergne

• Edwige Ducreux, INSPÉ Lille-HdF

• Caroline Desombre, Ecole Supérieure du Professorat et de l'Education - Lille Nord de France