Over the past three decades, global education policy has shifted towards Inclusive Education (IE), aiming for equitable access to education regardless of learners' differences. Bangladesh, like many developing countries, has embarked on IE reforms to integrate traditionally excluded groups into its regular education system. Teachers' negative attitudes pose a significant barrier to IE policy implementation, prompting this study to employ the Theory of Planned Behavior (TPB) to investigate in-service teachers’ attitudes. Through surveys and focus group interviews, the research examines how teacher attitudes, efficacy in implementing inclusive practices, and perceptions of school support influence their intentions to include students with disabilities. Findings reveal that teacher attitudes, efficacy, and perceived school support significantly predict teachers’ intentions to include children with disabilities in their classes. Despite neutral attitudes towards inclusion and moderately positive efficacy, perceptions of school support are consistently negative. Demographic factors also influence teacher attitudes and efficacy. Thematic analysis of interviews uncovers teachers' conflicting intentions, balancing skepticism about full inclusion's success with professional and social support for it. Understanding these influences is crucial for successful IE implementation. This study contributes by elucidating relationships between investigated variables and emphasizing the importance of comprehending teacher behaviour in IE reform.

Authors:
Masud Ahmmed, Victoria University, Australia

About the Presenter(s)
Dr Masud Ahmmed is a University Assistant Professor/Lecturer at Victoria University in Australia

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