Understanding teachers' attitudes towards the inclusion of children with disabilities in inclusive schools using mixed methods: The case of Trinidad

The purpose of this paper is to understand the attitudes of primary and secondary school teachers towards the inclusion of children with disabilities in inclusive schools in Trinidad using an explanatory sequential mixed methods design. Attitudes, perceived self-efficacy, and concerns are measured in the quantitative strand, while the reasons for the overall attitudes are sought in the sequential qualitative strand. Teachers' attitudes are ambivalent and the integrated findings suggest the need for increased human and educational resources, improved infrastructure, and advanced professional development in inclusive education to improve their attitudes. (C) 2019 Elsevier Ltd. All rights reserved.