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Globalization, Teachers and Inclusive Schooling

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Abstract

Positive attitudes held by general classroom teachers toward the principles of inclusion and toward students with disabilities are central in ensuring the successful progress of the inclusive movement. To underline the critical nature of teacher attitudes, this comparative study draws on a sample of the literature from western nations implementing sophisticated policies – the United States, Canada, Australia, and the United Kingdom. The general tenor of the research indicates that while contemporary teachers typically exhibit positive attitudes toward the principles of inclusion, some feel under siege and unprepared to comply with the broad array of requirements. And, despite the idiosyncratic nature of national priorities, legislation, teacher training, and implementation, attitudes transcend national boundaries to the extent that teachers’ views on various facets of the inclusive agenda tend to be remarkably consistent across time and across nations.

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  1. Faculty of Education, University of Lethbridge, 4401 University Dr W, Lethbridge, AB, T1K 3M4, Canada

    Kas Mazurek & Margret Winzer

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  1. Kas Mazurek
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  2. Margret Winzer
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Correspondence to Kas Mazurek .

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  1. Faculty of Education and Arts, Australian Catholic University (Melbourne Campus), Melbourne, Victoria, Australia

    Joseph Zajda

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Mazurek, K., Winzer, M. (2015). Globalization, Teachers and Inclusive Schooling. In: Zajda, J. (eds) Second International Handbook on Globalisation, Education and Policy Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9493-0_38

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