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Framed in terms of global policy pressures, this study explored differences in educator attitudes towards the inclusion of children with mild to moderate disabilities in the general education setting in Australia, Barbados, Romania, Turkey, and the United States. The purpose of this study was to investigate how educator attitudes towards the inclusion vary between nations that have disparate forms of special education systems. A sample of 1679 educators was analysed using the Attitudes Towards Teaching All Students (ATTAS-mm) and a triadic model of attitudes. Significant differences were found between nations. In addition to a statistically significant difference in the overall attitude scale, the three subscales: cognitive, affective and behavioural also demonstrated statistically significant differences with moderate effect sizes. These results support the differentiation of professional development for educators dependent on the setting and admonish against policy makers exporting educational policies as best practices regardless of context. (18) Not my responsibility: The Impact of separate special education systems on educators' attitudes toward inclusion. Available from: https://www.researchgate.net/publication/324545240_Not_my_responsibility_The_Impact_of_separate_special_education_systems_on_educators%27_attitudes_toward_inclusion [accessed Apr 24 2018].
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Despite their entree into the physical space of general education classrooms and the expected instruction of the core academic standards, students with disabilities may still be excluded. Successful inclusion requires a commitment at district, school and classroom level. The attitude of the general education teacher toward the inclusion of students with disabilities is a critical component in the success of inclusionary efforts. The attitudes toward teaching all students (ATTAS-mm) instrument are a nine-item scale with strong reliability and validity that measures educator attitudes. The three subscales: believing all students can succeed in general education classrooms (cognitive), developing personal and professional relationships (affective), and creating an accepting environment for all students to learn (behavioral) explain nearly 80% of the variance in scores. The unstandardized Cronbach alpha for the entire ATTAS-mm scale was 0.83. The three subscales also demonstrated acceptable reliability values (Cognitive, 0.72; Affective, 0.93; Behavioral, 0.84). With strong internal reliability and validity established through a panel of experts and alignment with cognitive psychology literature, the ATTAS-mm was determined to be a valid and reliable instrument for measuring the attitudes toward teaching all students. © 2018 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
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This article contextualizes mindfulness and examines a portion of the literature on mindfulness based interventions in the classroom. Mindfulness or the result of intentional, moment-tomoment awareness in a kind and discerning way can be cultivated with practice. There are many different mindfulness practices which can be utilized in a classroom environment. Some of the popular mindfulness practices are grounded in Kabat-Zinn’s Mindfulness Based Stress Reduction program which incorporates sitting meditation, mindful yoga, mindful eating and the body scan. Mindfulness practices can be modified to fit the classroom setting and the grade level of students. With a growth in the number of studies involving mindfulness in the classroom this article explores the question of its efficacy with children and seeks to answer the question: is mindfulness in the classroom effective and what are the studies reporting?