Teaching in Inclusive Classrooms: The Link Between Teachers Attitudes- Practices and Student OutcomesRobert Samuel Savage* and Ozlem Erten
Educational and Counselling Psychology, McGill University, Canada
- Corresponding Author:
- Robert Samuel Savage
Educational and Counselling Psychology
McGill University, 3700 McTavish
Montreal, Quebec H3A1Y2, Canada
E-mail: Robert[email protected] mcgill.ca
Received date: October 19, 2015; Accepted date: November 16, 2015; Published date: November 23, 2015
Citation: Savage RS, Erten O (2015) Teaching in Inclusive Classrooms: The Link Between Teachers’ Attitudes-Practices and Student Outcomes. J Psychol Psychother 5:219. doi:10.4172/2161-0487.1000219
Copyright: © 2015 Savage RS, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
This study examined relationships between teachers’ perceptions of inclusion and their teaching practices, and their impact on student outcomes among 180 students in 15 grade 3 and 5 inclusive classrooms. Standardized student self-reports and assessments alongside direct classroom observations and teacher self-reports provided potential data triangulation. Hierarchical Linear Modeling (HLM) analyses suggested that classroom-level shared variance in several student outcome variables for both reading attainment and social-emotional domains were predicted by teachers’ practices and attitudes towards inclusion after controlling for baselines and grade levels. The results suggest inclusive teacher attitudes and practices may influence trajectories of student attainment and well-being.