THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

Abstract

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms.
 Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree.
 Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor.
 Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.