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Sample Questionnaire

This document is a questionnaire aimed at primary mainstream school teachers to assess their attitudes toward inclusive education for students with special educational needs. It includes sections for background information, teachers' attitudes, and challenges faced in implementing inclusive education. The data collected will help improve support systems for inclusive education in the future.

Uploaded by

Mark Robert De Jesus
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82 views2 pages

Sample Questionnaire

This document is a questionnaire aimed at primary mainstream school teachers to assess their attitudes toward inclusive education for students with special educational needs. It includes sections for background information, teachers' attitudes, and challenges faced in implementing inclusive education. The data collected will help improve support systems for inclusive education in the future.

Uploaded by

Mark Robert De Jesus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Questionnaire of mainstream primary school teachers’ attitudes toward inclusive

education
Dear teachers:
We are conducting a survey to investigate primary mainstream teachers’ attitudes toward
inclusive education. Our objects of investigation are basic school teachers teaching grade 1 to 5
and there are at least one student with special educational needs learning in your regular class.
The information you provide will be helpful for us to understand primary mainstream teachers ’
attitudes toward inclusive education and practical difficulties implementing inclusive education in
practice, and beneficial for providing more effective support system of inclusive education for all
children in future. Please help us by completing and returning the questionnaire. Just tick out the
responses with ‘×’or write down your answers according to your situation. These individual
questionnaires will be kept confidential and anonymous. Thank you for your cooperation!
Part 1: Background
Please tick out the responses with ‘×’ or write down your information.
• This regular school is in: □Urban □Rural

• I am: □Male □Female


• Age: □20~29 years □30~39years □40+years
• Do you have appropriate education or not? □Yes □No

•I have taught students with disabilities in regular class for ：


□Less than 1 year □1~3 years □3~5 years □ more than 5 years
•I am teaching in: □Grade 1 □Grade 2 □Grade 3 □Grade 4 □Grade 5

•I have take part in the special education training:


□Never □Pre-service □Aperiodicity & in-service □Periodicity& in-service

• If you have experienced some in-service training of special education, the accumulative time is:
□Less than one week □1 week~1 month □2~6 months □more than 6 months

• I had done or I am doing some school-based researches for inclusive education:


□Yes □No

Please tick out the responses with ‘×’


Part 9: Teacher’s attitude towards inclusive education
1 All children should be educated in regular class. SD D NS A SA
2 Both students with and without disabilities can get SD D NS A SA
academic improvement because of inclusive education.
3 Inclusive education is likely to have a positive effect on the social SD D NS A SA
and emotional development of students with disabilities.
4 The needs of students with disabilities can be best served SD D NS A SA
in special, separate settings.
5 Inclusive education programs provide different students with SD D NS A SA
opportunities for mutual communication, thus promote students
to understand and accept individual diversity.

1
6 Children with severe disabilities should be educated in SD D NS A SA
special, separate settings.
7 Special education teachers are trained to use different teaching methods SD D NS A SA
to teach students with disabilities more effectively.
8 Children who communicate in special ways (e.g., sign language) SD D NS A SA
should be educated is special, separate settings.
9 Inclusion sounds good in theory but does not work well in practice. SD D NS A SA
1 There are sufficient supportive resources and professional SD D NS A SA
0 pedagogues to support inclusive education in regular school.
1 I have corresponding knowledge and skills SD D NS A SA
1 to educate students with disabilities.
1 Regular education teachers’ instructional effectiveness will be SD D NS A SA
2 enhanced by having students with disabilities in regular class.
1 I feel comfortable working with students with disabilities SD D NS A SA
3 and their parents.
Part 10: Other comments
14. Please list three of the most difficult things you are facing during implementing inclusive
education in your regular class:

1)……………………………………………………………………………………………………..

……………………………………………………………………………………………………..

2)……………………………………………………………………………………………………..

……………………………………………………………………………………………………..

3)……………………………………………………………………………………………………..

Thank you for your cooperation! Peng Yan


Institute of Special Education Studies, Pedagogical Faculty, Palacky University
Olomouc, Czech Republic, 2009.

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