An exploratory study on attitudes toward inclusive education in Russia.
This exploratory study examined the attitudes toward inclusive education among Russian teachers, administrators and parents of students with and without disabilities (n=176). The results indicated that while there were no significant differences among teachers, administrators and parents of students with and without disabilities on overall attitudes toward inclusive education, there were significant differences in perspectives about the possible time-frame for implementing inclusive education. Generally speaking, school administrators and teachers tended to express the belief that inclusive education could be a reality even today, though many of this group thought that it might be a question of the near future or undefined future. Both groups of parents tended to think that inclusive education could occur in an undefined future. There were significant differences among the three groups about perceptions of responsibility for implementing inclusive education. Administrators, teachers and parents of students with disabilities viewed it as a responsibility of the school, while parents of students without disabilities viewed it as the government's duty. Further, the majority of respondents reported the lack of necessary conditions in schools and the lack of government policies and finances as the main barriers to inclusive education. These findings suggest two areas of intervention to promote the implementation of inclusive education in Russia: physical accessibility of schools and government support.
Martz
Erin
E
Educational, School, and Counseling Psychology Department, 4B Hill Hall, University of Missouri, Columbia, MO 65211-2130, USA. martze@missouri.edu
D000293:Adolescent; D001290:Attitude; D006233:Persons with Disabilities / Q000193:education*; D005178:Faculty; D006801:Humans; D008282:Mainstreaming, Education; D010290:Parents / Q000523:psychology; D012426:Russia; D012574:Schools