Session Information
04 SES 14 C, The Italian Inclusion-Oriented School System: Tendencies and Perspectives
Symposium
Contribution
Drawing on the large international experience of studies about the connection between teachers’ attitudes and believes on integration and inclusion and their personnel characteristics (Jamieson, 1984; Hannah, 1988; Avramidis, Bayliss e Burden, 2000), through this study we try to analyze this relationship in our sample composed by more than 3200 teachers and school professionals that filled in an on-line questionnaire. In particular we analyze in depth the differences between mainstream class teachers and support teachers. In order to provide our study with an important contextualization at the national and international level we will compare our research data with data collected during another important national initiative promoted by the Giovanni Agnelli Foundation (FGA) on more than 7700 new intake teachers around Italy. In particular we will present data about the following variables and relations: General data about attitudes toward integration and inclusion; Geographical distribution of the sample and attitudes; Professional role and attitudes; School level and attitudes; Teachers’ career length and attitudes.
Method
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