The Role of Flexibility in the Realization of Inclusive Education

Laura Lübke, Martin Pinquart and Malte Schwinger
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Laura Lübke: Department of Psychology, Child and Adolescent Psychology, Philipps University Marburg, 35032 Marburg, Germany
Martin Pinquart: Department of Psychology, Child and Adolescent Psychology, Philipps University Marburg, 35032 Marburg, Germany
Malte Schwinger: Department of Psychology, Child and Adolescent Psychology, Philipps University Marburg, 35032 Marburg, Germany

Sustainability, 2021, vol. 13, issue 8, 1-18

Abstract: 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.

Keywords: flexibility; teachers; inclusion; learning difficulties; emotional and behavioral disturbances (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:8:p:4452-:d:537197

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