Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education

In this paper, inclusive education was understood as the right of all students to access, presence, participation and success in their local school (Slee, 2018). With a focus on teachers’ attitudes towards education, measurement instruments 225 relevant empirical studies were examined. The findings showed that vast majority utilised exclusionary wording focusing particular (groups of) learners. There no ideal instrument which purely inclusive. It concluded there is an urgent need for new operationalises attitude students.