Teachers' beliefs in inclusive education can be influential toward the success of inclusive practices and also students' successes and failures within the classroom. Having a clear understanding and high expectations toward students with specific learning difficulties (SpLD) is important if these students are to reach their potential. This study examined 276 British primary and secondary teachers' perceptions toward inclusive education for all, and their causal attributions toward students with and without SpLD. The results show that teachers who believe that inclusive education is an effective way to teach all students, provide greater positive feedback, feel less frustrated, and hold lower expectations for future failure, in comparison to their colleagues with more negative inclusive educational beliefs. Teachers need to believe that inclusive education is an effective way to teach all students, and that they, as teachers are capable of managing this. However, they need to be provided with relevant systemic support.

中文翻译：

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教师对全纳教育的信念以及对有和没有特殊学习困难的学生的归因反应

教师对全纳教育的信念可能会影响全纳实践的成功以及学生在课堂上的成败。如果学生要发挥潜能，对有特殊学习困难（SpLD）的学生有清楚的了解和很高的期望就很重要。这项研究调查了276名英国小学和中学教师对全民融合教育的看法，以及他们对有或没有SpLD的学生的因果归因。结果表明，与那些对包容性教育信念持否定态度的同事相比，相信包容性教育是教所有学生，提供更多积极反馈，减少挫败感，对未来失败的期望更低的有效方法的教师。教师需要相信全纳教育是教所有学生的有效方法，并且他们作为教师有能力对此进行管理。但是，需要为他们提供相关的系统支持。