Questionnaire of mainstreamprimary school teachers’ attitudes toward inclusive education

Dear teachers:

We are conducting a survey to investigate primary mainstream teachers’ attitudes toward inclusive education. Our objects of investigation are basic school teachers teaching grade 1 to 5 and there are at least one student with special educational needs learning in yourregular class.

The information you provide will be helpful for us to understand primary mainstream teachers’ attitudes toward inclusive education and practical difficulties implementing inclusive education in practice, and beneficial for providing more effective support system of inclusive education for all children in future. Please help us by completing and returning the questionnaire. Just tick out the responses with‘×’orwrite down your answers according to your situation. These individual questionnaires will be kept confidential and anonymous.Thank you for your cooperation!

Part 1: Background

Please tick out the responses with‘×’orwrite down your information.

• This regularschool is in: □Urban □Rural
• I am: □Male □Female
• Age: □20~29 years □30~39years □40+years
• Do you have appropriate education or not? □Yes □No
•I have taught students with disabilities in regular class for ：
□Less than 1 year □1~3 years □3~5 years □more than 5 years
•I am teaching in: □Grade 1 □Grade 2 □Grade 3 □Grade 4 □Grade 5
•I have take part in the special education training:
□Never □Pre-service □Aperiodicity & in-service □Periodicity& in-service
•If you have experienced somein-service training of special education, the accumulative time is:
□Less than one week □1 week~1 month □2~6 months □more than 6 months
• I had done or I am doing some school-based researches for inclusive education:
□Yes □No

Please tick out the responses with‘×’

Part 9:Teacher’s attitude towards inclusive education

1 / All children should be educated in regular class. / SD D NS A SA
2 / Both students with and without disabilities can get
academic improvement because of inclusive education. / SD D NS A SA
3 / Inclusive education is likely to have a positive effecton the social
and emotional development of studentswith disabilities. / SD D NS A SA
4 / The needs of students with disabilitiescan be best served
in special, separate settings. / SD D NS A SA
5 / Inclusive education programs providedifferent studentswith
opportunitiesfor mutual communication,thus promote students
to understand andaccept individual diversity. / SD D NS A SA
6 / Children with severe disabilities should beeducated in
special, separate settings. / SD D NS A SA
7 / Special education teachers are trainedto use differentteaching methods
toteach studentswith disabilitiesmore effectively. / SD D NS A SA
8 / Children who communicate in special ways (e.g., sign language)
should be educated is special, separate settings. / SD D NS A SA
9 / Inclusion sounds good in theory butdoes notwork well in practice. / SD D NS A SA
10 / There are sufficient supportive resources and professional
pedagogues to support inclusive education in regular school. / SD D NS A SA
11 / I have corresponding knowledge and skills
to educate students with disabilities. / SD D NS A SA
12 / Regular education teachers’ instructional effectiveness willbe
enhanced by having students with disabilitiesin regular class. / SD D NS A SA
13 / I feel comfortable working with students with disabilities
and their parents. / SD D NS A SA

Part 10: Other comments

14. Pleaselistthree of the most difficult things you are facing during implementing inclusive education in your regular class:

1)……………………………………………………………………………………………………..

……………………………………………………………………………………………………..

2)……………………………………………………………………………………………………..

……………………………………………………………………………………………………..

3)……………………………………………………………………………………………………..

Thank you for your cooperation! Peng Yan

Instituteof Special Education Studies, Pedagogical Faculty, PalackyUniversity

Olomouc, Czech Republic, 2009.

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