Link between the attitude of teachers towards inclusive education and the quality of inclusive education as perceived by parents of children with a disability

A positive attitude of teachers towards inclusive education appears in the literature to be an essential prerequisite for ensuring a quality learning environment for students with disabilities. The aim of this study is to verify this affirmation empirically by measuring the quality of inclusion as perceived by the parents of children in this situation and the attitude of their teachers. The parents assess the level of well-being, social inclusion, bullying and sense of membership of their children as well as the quality of their own relationship with their children's teachers. The teachers indicate their attitudes towards inclusive education and their intentions to implement inclusive practices. The results obtained with 48 children with a disability enrolled in regular schools do not show any significant link between the attitude of teachers and the quality of inclusion. A significant link can be found between the teachers' intentions of implementing inclusive practices and the children's emotional well-being, as well as the quality of their parents' relationship with their teacher. The more the teachers state that they are ready to get training or welcome students with a severe disability, the more the parents consider that their child's level of well-being is high. When the teacher is willing to adapt the curriculum and adjust the assessment tasks, the parents state that the quality of their relationship with their child's teacher is better. This study enables us to understand the importance of parent/teacher relationships and of teachers' professional training in the success of inclusive education. For future research on inclusive learning environments, it is advised that teachers be interviewed not only about their attitudes but also about the inclusive practices that they are willing to implement.