A Survey Study of Regular Teachers' Attitudes towards Inclusive Education in Senior High Schools and Vocational High Schools in Taipei

[[abstract]]This study aimed to understand regular teachers’ attitudes towards inclusive education in senior high schools and vocational high schools in Taipei and to compare the discrepancies from regular teachers with different backgrounds varieties. Questionnaire survey was adopted, and a total of 163 regular class teachers with students with disabilities were selected as research subjects. The questionnaire was designed by the researcher and titled as “Regular Teachers’ attitudes towards inclusive education in the senior high schools and vocational high schools in Taipei”. The questionnaire data was analyzed by means, standard deviations, t-test, and one-way ANOVA. The major findings of this study were summarized as follows: 1. Regular teachers’ attitudes towards inclusive education in the senior high schools and vocational high schools in Taipei were positive. “Affection” was the dimension with the highest scores, followed by “Action tendency” and “Cognition”. 2. Regular teachers from different type of school, the schools with classes for students with disabilities or not, teaching subjects, gender do not have significant differences in their attitudes towards inclusive education. 3. For age variable, teachers below 30 years old have more positive attitudes towards inclusive education than those more than 41 years old. And teachers below 30 years old have more positive attitudes towards inclusive education in “Cognition” than those 31-41 years old and more than 41 years old. 4. For special education background, teachers who had studied three special education credits or attended the special education study program more than 54 hours have more positive attitudes towards inclusive education in “Action tendency” than those who never attend any special education study program or activity. 5. For categories of students with disabilities, teachers teaching physcial disabilities, health impairment students, multiple disabilities and other significant disabilities have more positive attitudes towards inclusive education in “Affection” than those teaching students with emotional disorders. Based on the above findings, the researcher addressed some specific suggestions for the education administration, school administration, regular teachers, and the future study.