ISaR Projekt

For inclusion to be effective, it is generally agreed that regular teachers should be receptive to the principles and demands of inclusion. This study was to investigate attitudes of 561 Vietnamese regular teachers towards inclusive education (IE) of students with disabilities at 24 lower secondary inclusive project schools funded by INGOs across Vietnam. The study was carried out following quantitative approach based on a survey design using self-administered questionnaire as the sole instrument.
The results indicated that the lower secondary teachers had both positive and negative attitudes towards IE of students with disabilities. These attitudes varied when it comes to the issues of how they understood the general philosophy of inclusion and their perceived ability to teach students with disabilities. The finding suggested that teachers agreed with the positive benefits of inclusion for students with disabilities. However the similar benefits for the students without disabilities were likely to cause disagreement among them. There seemed to be a contradiction when the teachers perceived that they had sufficient training and necessary expertise to teach students with disabilities. Nevertheless, they still expressed the needs for extensive re-training for inclusion

(Source: Introduction)