Factors influencing the attitudes of Quebec teachers towards the integration of students with behavioural difficulties
In a context where the integration of students with difficulties is privileged, studies suggest that its implementation by teachers is associated with their attitudes. Among the characteristics likely to influence the latter, attitudes towards the pupil are well documented: behavioural difficulties are perceived more negatively. Little is known however about the effect of the personal and contextual characteristics of the teacher. This study portrays the attitudes of 2276 preschool/primary and secondary school teachers towards the integration of students with behavioural difficulties and examines the role of their characteristics. Descriptive analyses and hierarchical linear regression indicate distinctions between the dimensions of attitudes, the frequency of participation in an intervention plan and the training received. Results are discussed in light of the conditions needed to be implemented in order to support teachers and students.