Struggling for inclusive education in the North and the South: educators' perceptions on inclusive education in Finland and Zambia.
A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied but were quite critical. On inclusion in general, the regular (also termed "ordinary") Finnish teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, the pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared with Finnish respondents, the Zambian respondents preferred a more segregated educational environment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between the respondents from the two countries. The findings support the idea that educators' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multidimensional concept that, at the practical level, is highly context-dependent.
Moberg
Sakari
S
Department of Special Education, University of Jyväskylä, PO Box 35, FIN-40351 Jyväskylä, Finalnd. moberg@edu.jyu.fi
Savolainen
Hannu
H
D000328:Adult; D000368:Aged; D001290:Attitude; D002648:Child; D003431:Cross-Cultural Comparison; D003906:Developing Countries; D019988:Children with Disabilities / Q000534:rehabilitation*; D005163:Factor Analysis, Statistical; D005178:Faculty; D005260:Female; D005387:Finland; D006801:Humans; D008282:Mainstreaming, Education; D008297:Male; D008875:Middle Aged; D010290:Parents; D015024:Zambia