Teachers’ attitudes towards inclusive education: a critical review of published questionnaires

Donna Ewing, Jeremy Monsen, Stephan Kielblock

Research output: Contribution to journalArticlepeer-review


Teacher attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes toward Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion.
Original languageEnglish
Pages (from-to)150-165
Number of pages16
JournalEducational Psychology in Practice
Issue number2
Publication statusPublished - 30 Dec 2017

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology in Practice on 30/12/2017, available online: http://www.tandfonline.com/10.1080/02667363.2017.1417822


  • critical review
  • inclusive education
  • teacher attitudes
  • scales


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