Link between the attitude of teachers towards inclusive education and the quality of inclusive education as perceived by parents of children with a disability.
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| Title: | Link between the attitude of teachers towards inclusive education and the quality of inclusive education as perceived by parents of children with a disability. |
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| Authors: | Guillemot, Françoise1,2,3 (AUTHOR) francoise.guillemot@univ-nantes.fr, Lacroix, Florence1 (AUTHOR) florence.lacroix@univ-nantes.fr, Nocus, Isabelle1,2 (AUTHOR) isabelle.nocus@univ-nantes.fr |
| Source: | Learning Environments Research. Dec2025, Vol. 28 Issue 3, p523-538. 16p. |
| Subject Terms: | *Inclusive education, *Teacher attitudes, *Parent-teacher relationships, *Children with disabilities, *Teacher training, *Parent attitudes, Psychological well-being, Inclusion (Disability rights) |
| Abstract: | A positive attitude of teachers towards inclusive education appears in the literature to be an essential prerequisite for ensuring a quality learning environment for students with disabilities. The aim of this study is to verify this affirmation empirically by measuring the quality of inclusion as perceived by the parents of children in this situation and the attitude of their teachers. The parents assess the level of well-being, social inclusion, bullying and sense of membership of their children as well as the quality of their own relationship with their children's teachers. The teachers indicate their attitudes towards inclusive education and their intentions to implement inclusive practices. The results obtained with 48 children with a disability enrolled in regular schools do not show any significant link between the attitude of teachers and the quality of inclusion. A significant link can be found between the teachers' intentions of implementing inclusive practices and the children's emotional well-being, as well as the quality of their parents' relationship with their teacher. The more the teachers state that they are ready to get training or welcome students with a severe disability, the more the parents consider that their child's level of well-being is high. When the teacher is willing to adapt the curriculum and adjust the assessment tasks, the parents state that the quality of their relationship with their child's teacher is better. This study enables us to understand the importance of parent/teacher relationships and of teachers' professional training in the success of inclusive education. For future research on inclusive learning environments, it is advised that teachers be interviewed not only about their attitudes but also about the inclusive practices that they are willing to implement. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189290593 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Link between the attitude of teachers towards inclusive education and the quality of inclusive education as perceived by parents of children with a disability. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Guillemot%2C+Françoise%22">Guillemot, Françoise</searchLink><relatesTo>1,2,3</relatesTo> (AUTHOR)<i> francoise.guillemot@univ-nantes.fr</i><br /><searchLink fieldCode="AR" term="%22Lacroix%2C+Florence%22">Lacroix, Florence</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> florence.lacroix@univ-nantes.fr</i><br /><searchLink fieldCode="AR" term="%22Nocus%2C+Isabelle%22">Nocus, Isabelle</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> isabelle.nocus@univ-nantes.fr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Environments+Research%22">Learning Environments Research</searchLink>. Dec2025, Vol. 28 Issue 3, p523-538. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-teacher+relationships%22">Parent-teacher relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent+attitudes%22">Parent attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+well-being%22">Psychological well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A positive attitude of teachers towards inclusive education appears in the literature to be an essential prerequisite for ensuring a quality learning environment for students with disabilities. The aim of this study is to verify this affirmation empirically by measuring the quality of inclusion as perceived by the parents of children in this situation and the attitude of their teachers. The parents assess the level of well-being, social inclusion, bullying and sense of membership of their children as well as the quality of their own relationship with their children's teachers. The teachers indicate their attitudes towards inclusive education and their intentions to implement inclusive practices. The results obtained with 48 children with a disability enrolled in regular schools do not show any significant link between the attitude of teachers and the quality of inclusion. A significant link can be found between the teachers' intentions of implementing inclusive practices and the children's emotional well-being, as well as the quality of their parents' relationship with their teacher. The more the teachers state that they are ready to get training or welcome students with a severe disability, the more the parents consider that their child's level of well-being is high. When the teacher is willing to adapt the curriculum and adjust the assessment tasks, the parents state that the quality of their relationship with their child's teacher is better. This study enables us to understand the importance of parent/teacher relationships and of teachers' professional training in the success of inclusive education. For future research on inclusive learning environments, it is advised that teachers be interviewed not only about their attitudes but also about the inclusive practices that they are willing to implement. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Environments Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10984-025-09534-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 523 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Parent-teacher relationships Type: general – SubjectFull: Children with disabilities Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Parent attitudes Type: general – SubjectFull: Psychological well-being Type: general – SubjectFull: Inclusion (Disability rights) Type: general Titles: – TitleFull: Link between the attitude of teachers towards inclusive education and the quality of inclusive education as perceived by parents of children with a disability. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Guillemot, Françoise – PersonEntity: Name: NameFull: Lacroix, Florence – PersonEntity: Name: NameFull: Nocus, Isabelle IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13871579 Numbering: – Type: volume Value: 28 – Type: issue Value: 3 Titles: – TitleFull: Learning Environments Research Type: main |
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