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Laura Lübke
Department of Psychology, Child and Adolescent Psychology, Philipps University Marburg, 35032 Marburg, Germany

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Journal article
Published: 16 April 2021 in Sustainability
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This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.

ACS Style

Laura Lübke; Martin Pinquart; Malte Schwinger. The Role of Flexibility in the Realization of Inclusive Education. Sustainability 2021, 13, 4452 .

AMA Style

Laura Lübke, Martin Pinquart, Malte Schwinger. The Role of Flexibility in the Realization of Inclusive Education. Sustainability. 2021; 13 (8):4452.

Chicago/Turabian Style

Laura Lübke; Martin Pinquart; Malte Schwinger. 2021. "The Role of Flexibility in the Realization of Inclusive Education." Sustainability 13, no. 8: 4452.

Original articles
Published: 20 March 2018 in European Journal of Special Needs Education
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The aim of the three different studies presented was the development and evaluation of the Differentiated Attitudes Towards Inclusion Scale as a valid, reliable and economic instrument for the measurement of teachers’ attitudes towards the inclusion of students with certain special educational needs (SEN). In a sample of student teachers, exploratory factor analyses on the versions of the questionnaire with focus on Learning Disabilities (LD) and Emotional and Behavioural Disturbances (EBD), respectively, indicated four first-order factors. These factors represent attitudes concerning the social and academic impact of inclusive education on students with and without SEN. They can be combined in a higher-order model with one general second order factor. Using confirmatory factor analyses, this factorial structure was replicated in another student teacher sample and in a sample of primary and secondary school teachers. Furthermore, attitudes towards the inclusion of students with EBD were significantly more negative than those towards the inclusion of students with LD. The findings emphasise the need to distinguish between certain SEN when measuring teachers’ attitudes towards inclusion. Potential applications of the new measure are discussed.

ACS Style

Laura Lübke; Martin Pinquart; Malte Schwinger. How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS). European Journal of Special Needs Education 2018, 34, 297 -311.

AMA Style

Laura Lübke, Martin Pinquart, Malte Schwinger. How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS). European Journal of Special Needs Education. 2018; 34 (3):297-311.

Chicago/Turabian Style

Laura Lübke; Martin Pinquart; Malte Schwinger. 2018. "How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS)." European Journal of Special Needs Education 34, no. 3: 297-311.