Questionnaire of teachers’ support for inclusive education ...



Questionnaire of mainstream primary school teachers’ attitudes toward inclusive education

Dear teachers:

We are conducting a survey to investigate primary mainstream teachers’ attitudes toward inclusive education. Our objects of investigation are basic school teachers teaching grade 1 to 5 and there are at least one student with special educational needs learning in your regular class.

The information you provide will be helpful for us to understand primary mainstream teachers’ attitudes toward inclusive education and practical difficulties implementing inclusive education in practice, and beneficial for providing more effective support system of inclusive education for all children in future. Please help us by completing and returning the questionnaire. Just tick out the responses with ‘×’or write down your answers according to your situation. These individual questionnaires will be kept confidential and anonymous. Thank you for your cooperation!

Part 1: Background

Please tick out the responses with ‘×’ or write down your information.

|• This regular school is in: □Urban □Rural |

|• I am: □Male □Female |

|• Age: □20~29 years □30~39years □40+years |

|• Do you have appropriate education or not? □Yes □No |

|•I have taught students with disabilities in regular class for ： |

|□Less than 1 year □1~3 years □3~5 years □ more than 5 years |

|•I am teaching in: □Grade 1 □Grade 2 □Grade 3 □Grade 4 □Grade 5 |

|•I have take part in the special education training: |

|□Never □Pre-service □Aperiodicity & in-service □Periodicity& in-service |

|• If you have experienced some in-service training of special education, the accumulative time is: |

|□Less than one week □1 week~1 month □2~6 months □more than 6 months |

|• I had done or I am doing some school-based researches for inclusive education: |

|□Yes □No |

Please tick out the responses with ‘×’

Part 9: Teacher’s attitude towards inclusive education

|1 |All children should be educated in regular class. |SD D NS A SA |

|2 |Both students with and without disabilities can get |SD D NS A SA |

| |academic improvement because of inclusive education. | |

|3 |Inclusive education is likely to have a positive effect on the social |SD D NS A SA |

| |and emotional development of students with disabilities. | |

|4 |The needs of students with disabilities can be best served |SD D NS A SA |

| |in special, separate settings. | |

|5 |Inclusive education programs provide different students with |SD D NS A SA |

| |opportunities for mutual communication, thus promote students | |

| |to understand and accept individual diversity. | |

|6 |Children with severe disabilities should be educated in |SD D NS A SA |

| |special, separate settings. | |

|7 |Special education teachers are trained to use different teaching methods |SD D NS A SA |

| |to teach students with disabilities more effectively. | |

|8 |Children who communicate in special ways (e.g., sign language) |SD D NS A SA |

| |should be educated is special, separate settings. | |

|9 |Inclusion sounds good in theory but does not work well in practice. |SD D NS A SA |

|10 |There are sufficient supportive resources and professional |SD D NS A SA |

| |pedagogues to support inclusive education in regular school. | |

|11 |I have corresponding knowledge and skills |SD D NS A SA |

| |to educate students with disabilities. | |

|12 |Regular education teachers’ instructional effectiveness will be |SD D NS A SA |

| |enhanced by having students with disabilities in regular class. | |

|13 |I feel comfortable working with students with disabilities |SD D NS A SA |

| |and their parents. | |

Part 10: Other comments

14. Please list three of the most difficult things you are facing during implementing inclusive education in your regular class:

1)……………………………………………………………………………………………………..

……………………………………………………………………………………………………..

2)……………………………………………………………………………………………………..

……………………………………………………………………………………………………..

3)……………………………………………………………………………………………………..

Thank you for your cooperation! Peng Yan

Institute of Special Education Studies, Pedagogical Faculty, Palacky University

Olomouc, Czech Republic, 2009.

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