ABSTRACT

Teachers’ attitudes towards students with disabilities have a crucial role in the effective implementation of the school inclusion process. This study examined the relationship of relevant teachers’ personal variables (gender, age, length of professional experience, and the grade of the school in which they teach), characteristics of the students with disabilities (type of disability, gender), and contextual factors (type of information provided in the students’ profiles of children with disabilities) with teachers’ attitudes towards students with disabilities. A sample of 336 mainstream Italian primary and secondary teachers was involved. Results showed that teachers’ gender, age, and length of professional experience were not related to their attitudes. Secondary school teachers hold more negative attitudes related to the social acceptability of students with disabilities. More negative attitudes related to school performance towards boys and students with intellectual disability, and more negative attitudes related to social acceptability towards students with behaviour problems were found. Lastly, the type of information provided in the students’ profiles of children with disabilities positively impacted teachers’ attitudes towards the students when the descriptions focused on their strengths. Implications of the results are discussed in terms of promoting teachers’ positive attitudes towards students with disabilities.

摘要

教师对残疾学生的态度在学校包容过程的有效实施中起着至关重要的作用。本研究考察了相关教师的个人变量（性别、年龄、专业经验年限和他们所教学校的年级）、残疾学生的特征（残疾类型、性别）和背景因素之间的关系（残疾儿童学生档案中提供的信息类型）以及教师对残疾学生的态度。涉及 336 名意大利主流小学和中学教师的样本。结果表明，教师的性别、年龄和专业经验长短与他们的态度无关。中学教师对残疾学生的社会接受度持有更多的消极态度。发现更多与学校表现有关的对智障男孩和学生的消极态度，以及更多与社会接受度有关的对有行为问题的学生的消极态度。最后，当描述侧重于学生的优势时，残疾儿童学生档案中提供的信息类型会积极影响教师对学生的态度。在促进教师对残疾学生的积极态度方面讨论了结果的影响。并且发现了更多与社会对有行为问题的学生的接受程度相关的消极态度。最后，当描述集中在学生的长处时，残疾儿童学生档案中提供的信息类型会积极影响教师对学生的态度。在促进教师对残疾学生的积极态度方面讨论了结果的影响。并且发现了更多与社会对有行为问题的学生的接受程度相关的消极态度。最后，当描述侧重于学生的优势时，残疾儿童学生档案中提供的信息类型会积极影响教师对学生的态度。在促进教师对残疾学生的积极态度方面讨论了结果的影响。