Research has repeatedly shown that the effective and efficient implementation of inclusive school systems and practices depends on attitudes of all actors involved. This line of research was only marginally explored in German speaking countries. Therefore, it does not astonish that reliable and valid instruments for the assessment of these attitudes are lacking. To fill this gap, the Opinions Relative to the Integration of Students with Disabilities (ORI: Antonak & Larrivee, 1995) was translated into German and tried out. After revision, it was administered in a large sample (N=588) in Switzerland, including school principals, teachers and prospective teachers, who were all involved (at least shortly) in inclusive schooling. The analyses showed that the German version of the ORI provides a reliable measure and that the attitudes of the various actors are well differentiated on the scale. A rather negative attitude towards integration was found. Only prospective teachers and special education teachers showed a more positive attitude. Teachers working in regular schools-settings showed the most negative attitudes and women were more positive attitudes than men. Previous occupation with special educational contents and positive contact experiences were related to positive attitudes. Finally, we critically discuss to what extent the measurement of attitudes towards inclusion, as well as other characteristics (such as attitudes, teachers’ self-efficacy, motivation for innovations and strengths in several forms of creativity – measured at both the level of the individual teacher and as a whole-team-perspective) benefit the transition towards inclusive schooling and which approaches could help disentangle the Gordian knots that often arise in the inclusion debate.

Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the Opinions Relative to Mainstreaming scale. Exceptional Children, 62(2), 139-149.