Investigation of secondary school teachers’ attitudes towards and knowledge about inclusive education in Bangladesh
Degree GrantorUniversity of Canterbury
Degree NameMaster of Education
A willingness on the part of teachers to support all children in the mainstream classroom, including children with special needs, is the hallmark of inclusive education. This study used a mixed method design to explore the attitudes towards and knowledge about inclusive education of 30 randomly selected secondary school teachers in Bangladesh. The ATIES (Attitudes Towards Inclusive Education Scale; Wilczenski, 1992) was used to measure teachers‟ attitudes towards inclusive education. Semi-structured interviews about knowledge of inclusive education were also conducted with six teachers, and analysed using thematic analysis. The findings were that secondary school teachers had predominantly positive attitudes towards inclusive education for children with special needs, except for children who had physical disabilities such as visual or hearing impairments. The results also suggested that secondary school teachers have diverse conceptualizations of inclusive education, and that barriers to the success of inclusive education include insufficient knowledge, lack of training, and lack of teaching materials. The current findings are a step towards increasing knowledge about and implementation of inclusive education, not only in Bangladesh, but also in other developing countries.