Titre :

Influence of Social Support on Teachers' Attitudes Toward Inclusive Education

Auteur(s) :

Desombre, Caroline [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Delaval, Marine [Auteur]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Jury, Mickaël [Auteur]

Titre de la revue :

Frontiers in Psychology

Nom court de la revue :

Front. Psychol.

Numéro :

12

Pagination :

736535

Éditeur :

Frontiers Media SA

Date de publication :

2021-09-30

ISSN :

1664-1078

Mot(s)-clé(s) en anglais :

attitude toward inclusive education
social support
teachers
students with SEN
school

Discipline(s) HAL :

Sciences cognitives
Sciences de l'Homme et Société/Education
Sciences de l'Homme et Société/Psychologie

Résumé en anglais : [en]

Inclusive education is at the heart of educational policy world-wide. Teachers' attitudes toward inclusive education, which are often associated with the success of the policy, have been studied extensively. Various factors ...
Lire la suite >Inclusive education is at the heart of educational policy world-wide. Teachers' attitudes toward inclusive education, which are often associated with the success of the policy, have been studied extensively. Various factors related to teachers, students with special educational needs (SEN) and different specific contexts have been identified. In the current study, we explored the influence of social support on teachers' attitudes toward inclusive education. In a pilot study implying teachers, we replicated, in the French context, previous results showing a correlational link between social support and attitudes toward inclusion. Specifically, we showed that the more social support they perceived with regard to their attempts to include students with SEN, the more positive the teachers' attitudes toward inclusive education. In an experiment involving 314 teachers we then explored the causal link between these variables. Results showed that highlighting the support teachers receive improves their attitudes in comparison with highlighting a lack of support or a control condition in which support is not mentioned. These studies show the importance of supporting inclusive education in the schools. This support can be provided in different ways (emotional, informational, instrumental, etc.) and by different actors (colleagues, supervisors).Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille

Collections :

• Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072

Équipe(s) de recherche :

Education & Société

Date de dépôt :

2022-04-29T14:53:34Z
2022-05-06T08:14:28Z