Teachers' Attitudes to Inclusion Scale (TAIS)

Thank you for taking the time to complete this questionnaire.

The following questionnaire is aimed at understanding how you perceive the inclusion of students with Special Educational Needs (SEN) in regular classrooms.

Instructions:

Please answer ALL questions as honestly as possible. There are no right or wrong answers.

This questionnaire is completely anonymous. No individual or their results will be identified.

If you have any queries, please contact the researcher.

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* 1. Section 1
Your length of teaching service since training is (please specify number of years and months)

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* 2. Gender (please specify)

Male

Female

Prefer not to say

Other (please specify)

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* 3. Age

18-24 years old

25-34 years old

35-44 years old

45-54 years old

55+ years old

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* 4. The school type you are presently teaching at

Primary

Middle School

Secondary

Other (please specify)

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* 5. Do you have occasional contact with someone who has special educational needs (SEN) (e.g. child in your class, relative, own child)? (If yes, please specify)

Yes (please specify)

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* 6. Your highest academic qualification is

Bachelor of Education (Honours)

PGCE

Masters in Teaching and Learning

Currently studying towards degree/ diploma

Other (please specify)

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* 7. Have you completed any special education course?

Yes (please specify)

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* 8. Section 2: Please select the appropriate response for each of the questions.
Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

	Definitely yes 1	2	3	4	5	6	Definitely no 7
Mild Hearing Difficulties	Mild Hearing Difficulties Definitely yes 1	Mild Hearing Difficulties 2	Mild Hearing Difficulties 3	Mild Hearing Difficulties 4	Mild Hearing Difficulties 5	Mild Hearing Difficulties 6	Mild Hearing Difficulties Definitely no 7
Moderate Hearing Difficulties	Moderate Hearing Difficulties Definitely yes 1	Moderate Hearing Difficulties 2	Moderate Hearing Difficulties 3	Moderate Hearing Difficulties 4	Moderate Hearing Difficulties 5	Moderate Hearing Difficulties 6	Moderate Hearing Difficulties Definitely no 7
Severe Hearing Difficulties	Severe Hearing Difficulties Definitely yes 1	Severe Hearing Difficulties 2	Severe Hearing Difficulties 3	Severe Hearing Difficulties 4	Severe Hearing Difficulties 5	Severe Hearing Difficulties 6	Severe Hearing Difficulties Definitely no 7

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* 9. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

	Definitely yes 1	2	3	4	5	6	Definitely no 7
Mild Behavioural Difficulties	Mild Behavioural Difficulties Definitely yes 1	Mild Behavioural Difficulties 2	Mild Behavioural Difficulties 3	Mild Behavioural Difficulties 4	Mild Behavioural Difficulties 5	Mild Behavioural Difficulties 6	Mild Behavioural Difficulties Definitely no 7
Moderate Behavioural Difficulties	Moderate Behavioural Difficulties Definitely yes 1	Moderate Behavioural Difficulties 2	Moderate Behavioural Difficulties 3	Moderate Behavioural Difficulties 4	Moderate Behavioural Difficulties 5	Moderate Behavioural Difficulties 6	Moderate Behavioural Difficulties Definitely no 7
Severe Behavioural Difficulties	Severe Behavioural Difficulties Definitely yes 1	Severe Behavioural Difficulties 2	Severe Behavioural Difficulties 3	Severe Behavioural Difficulties 4	Severe Behavioural Difficulties 5	Severe Behavioural Difficulties 6	Severe Behavioural Difficulties Definitely no 7

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* 10. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

	Definitely yes 1	2	3	4	5	6	Definitely no 7
Mild Emotional Difficulties	Mild Emotional Difficulties Definitely yes 1	Mild Emotional Difficulties 2	Mild Emotional Difficulties 3	Mild Emotional Difficulties 4	Mild Emotional Difficulties 5	Mild Emotional Difficulties 6	Mild Emotional Difficulties Definitely no 7
Moderate Emotional Difficulties	Moderate Emotional Difficulties Definitely yes 1	Moderate Emotional Difficulties 2	Moderate Emotional Difficulties 3	Moderate Emotional Difficulties 4	Moderate Emotional Difficulties 5	Moderate Emotional Difficulties 6	Moderate Emotional Difficulties Definitely no 7
Severe Emotional Difficulties	Severe Emotional Difficulties Definitely yes 1	Severe Emotional Difficulties 2	Severe Emotional Difficulties 3	Severe Emotional Difficulties 4	Severe Emotional Difficulties 5	Severe Emotional Difficulties 6	Severe Emotional Difficulties Definitely no 7

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* 11. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

	Definitely yes 1	2	3	4	5	6	Definitely no 7
Mild Physical Difficulties	Mild Physical Difficulties Definitely yes 1	Mild Physical Difficulties 2	Mild Physical Difficulties 3	Mild Physical Difficulties 4	Mild Physical Difficulties 5	Mild Physical Difficulties 6	Mild Physical Difficulties Definitely no 7
Moderate Physical Difficulties	Moderate Physical Difficulties Definitely yes 1	Moderate Physical Difficulties 2	Moderate Physical Difficulties 3	Moderate Physical Difficulties 4	Moderate Physical Difficulties 5	Moderate Physical Difficulties 6	Moderate Physical Difficulties Definitely no 7
Severe Physical Difficulties	Severe Physical Difficulties Definitely yes 1	Severe Physical Difficulties 2	Severe Physical Difficulties 3	Severe Physical Difficulties 4	Severe Physical Difficulties 5	Severe Physical Difficulties 6	Severe Physical Difficulties Definitely no 7

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* 12. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

	Definitely yes 1	2	3	4	5	6	Definitely no 7
Mild Visual Difficulties	Mild Visual Difficulties Definitely yes 1	Mild Visual Difficulties 2	Mild Visual Difficulties 3	Mild Visual Difficulties 4	Mild Visual Difficulties 5	Mild Visual Difficulties 6	Mild Visual Difficulties Definitely no 7
Moderate Visual Difficulties	Moderate Visual Difficulties Definitely yes 1	Moderate Visual Difficulties 2	Moderate Visual Difficulties 3	Moderate Visual Difficulties 4	Moderate Visual Difficulties 5	Moderate Visual Difficulties 6	Moderate Visual Difficulties Definitely no 7
Severe Visual Difficulties	Severe Visual Difficulties Definitely yes 1	Severe Visual Difficulties 2	Severe Visual Difficulties 3	Severe Visual Difficulties 4	Severe Visual Difficulties 5	Severe Visual Difficulties 6	Severe Visual Difficulties Definitely no 7

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* 13. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

	Definitely yes 1	2	3	4	5	6	Definitely no 7
Mild Speech and Language Difficulties	Mild Speech and Language Difficulties Definitely yes 1	Mild Speech and Language Difficulties 2	Mild Speech and Language Difficulties 3	Mild Speech and Language Difficulties 4	Mild Speech and Language Difficulties 5	Mild Speech and Language Difficulties 6	Mild Speech and Language Difficulties Definitely no 7
Moderate Speech and Language Difficulties	Moderate Speech and Language Difficulties Definitely yes 1	Moderate Speech and Language Difficulties 2	Moderate Speech and Language Difficulties 3	Moderate Speech and Language Difficulties 4	Moderate Speech and Language Difficulties 5	Moderate Speech and Language Difficulties 6	Moderate Speech and Language Difficulties Definitely no 7
Severe Speech and Language Difficulties	Severe Speech and Language Difficulties Definitely yes 1	Severe Speech and Language Difficulties 2	Severe Speech and Language Difficulties 3	Severe Speech and Language Difficulties 4	Severe Speech and Language Difficulties 5	Severe Speech and Language Difficulties 6	Severe Speech and Language Difficulties Definitely no 7

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* 14. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

	Definitely yes 1	2	3	4	5	6	Definitely no 7
Mild Multiple Difficulties	Mild Multiple Difficulties Definitely yes 1	Mild Multiple Difficulties 2	Mild Multiple Difficulties 3	Mild Multiple Difficulties 4	Mild Multiple Difficulties 5	Mild Multiple Difficulties 6	Mild Multiple Difficulties Definitely no 7
Moderate Multiple Difficulties	Moderate Multiple Difficulties Definitely yes 1	Moderate Multiple Difficulties 2	Moderate Multiple Difficulties 3	Moderate Multiple Difficulties 4	Moderate Multiple Difficulties 5	Moderate Multiple Difficulties 6	Moderate Multiple Difficulties Definitely no 7
Severe Multiple Difficulties	Severe Multiple Difficulties Definitely yes 1	Severe Multiple Difficulties 2	Severe Multiple Difficulties 3	Severe Multiple Difficulties 4	Severe Multiple Difficulties 5	Severe Multiple Difficulties 6	Severe Multiple Difficulties Definitely no 7

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* 15. Section Three
In your experience over the past 12 months, mark how you think the level of adequacy of the following possible supports has been:

	Very low 1	2	3	4	5	6	7	Very high 8	N/A
a. Remedial/ withdrawal room facilities	a. Remedial/ withdrawal room facilities Very low 1	a. Remedial/ withdrawal room facilities 2	a. Remedial/ withdrawal room facilities 3	a. Remedial/ withdrawal room facilities 4	a. Remedial/ withdrawal room facilities 5	a. Remedial/ withdrawal room facilities 6	a. Remedial/ withdrawal room facilities 7	a. Remedial/ withdrawal room facilities Very high 8	a. Remedial/ withdrawal room facilities N/A
b. Learning support teachers (e.g. from ACTU)	b. Learning support teachers (e.g. from ACTU) Very low 1	b. Learning support teachers (e.g. from ACTU) 2	b. Learning support teachers (e.g. from ACTU) 3	b. Learning support teachers (e.g. from ACTU) 4	b. Learning support teachers (e.g. from ACTU) 5	b. Learning support teachers (e.g. from ACTU) 6	b. Learning support teachers (e.g. from ACTU) 7	b. Learning support teachers (e.g. from ACTU) Very high 8	b. Learning support teachers (e.g. from ACTU) N/A
c. Educational psychologists	c. Educational psychologists Very low 1	c. Educational psychologists 2	c. Educational psychologists 3	c. Educational psychologists 4	c. Educational psychologists 5	c. Educational psychologists 6	c. Educational psychologists 7	c. Educational psychologists Very high 8	c. Educational psychologists N/A
d. Appropriate teaching materials	d. Appropriate teaching materials Very low 1	d. Appropriate teaching materials 2	d. Appropriate teaching materials 3	d. Appropriate teaching materials 4	d. Appropriate teaching materials 5	d. Appropriate teaching materials 6	d. Appropriate teaching materials 7	d. Appropriate teaching materials Very high 8	d. Appropriate teaching materials N/A
e. Parent/ carer helpers	e. Parent/ carer helpers Very low 1	e. Parent/ carer helpers 2	e. Parent/ carer helpers 3	e. Parent/ carer helpers 4	e. Parent/ carer helpers 5	e. Parent/ carer helpers 6	e. Parent/ carer helpers 7	e. Parent/ carer helpers Very high 8	e. Parent/ carer helpers N/A
f. Inclusion/ Special Needs Coordinator	f. Inclusion/ Special Needs Coordinator Very low 1	f. Inclusion/ Special Needs Coordinator 2	f. Inclusion/ Special Needs Coordinator 3	f. Inclusion/ Special Needs Coordinator 4	f. Inclusion/ Special Needs Coordinator 5	f. Inclusion/ Special Needs Coordinator 6	f. Inclusion/ Special Needs Coordinator 7	f. Inclusion/ Special Needs Coordinator Very high 8	f. Inclusion/ Special Needs Coordinator N/A
g. Behaviour support teachers (e.g. Prefect of discipline)	g. Behaviour support teachers (e.g. Prefect of discipline) Very low 1	g. Behaviour support teachers (e.g. Prefect of discipline) 2	g. Behaviour support teachers (e.g. Prefect of discipline) 3	g. Behaviour support teachers (e.g. Prefect of discipline) 4	g. Behaviour support teachers (e.g. Prefect of discipline) 5	g. Behaviour support teachers (e.g. Prefect of discipline) 6	g. Behaviour support teachers (e.g. Prefect of discipline) 7	g. Behaviour support teachers (e.g. Prefect of discipline) Very high 8	g. Behaviour support teachers (e.g. Prefect of discipline) N/A
h. Classroom assistance/ Learning Support Educator	h. Classroom assistance/ Learning Support Educator Very low 1	h. Classroom assistance/ Learning Support Educator 2	h. Classroom assistance/ Learning Support Educator 3	h. Classroom assistance/ Learning Support Educator 4	h. Classroom assistance/ Learning Support Educator 5	h. Classroom assistance/ Learning Support Educator 6	h. Classroom assistance/ Learning Support Educator 7	h. Classroom assistance/ Learning Support Educator Very high 8	h. Classroom assistance/ Learning Support Educator N/A
i. General school support	i. General school support Very low 1	i. General school support 2	i. General school support 3	i. General school support 4	i. General school support 5	i. General school support 6	i. General school support 7	i. General school support Very high 8	i. General school support N/A
j. Support from colleagues	j. Support from colleagues Very low 1	j. Support from colleagues 2	j. Support from colleagues 3	j. Support from colleagues 4	j. Support from colleagues 5	j. Support from colleagues 6	j. Support from colleagues 7	j. Support from colleagues Very high 8	j. Support from colleagues N/A

Other (please specify)

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* 16. What degree of success have you had to date in including pupils with SEN

Very Low 1

Very High 8

Clear

i We adjusted the number you entered based on the slider’s scale.

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* 17. What degree of school support have you had to date in including pupils with SEN?

Very low 1

Very high 8

Clear

i We adjusted the number you entered based on the slider’s scale.

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* 18. To what extent did your teacher training prepare you for working with children with SEN?

Not at all

To a limited extent

Adequately

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* 19. Section Four

Please choose the option that best describes how much you agree or disagree with the following statements. There are no right or wrong answers. The best answers are those that honestly reflect your views.

	Strongly agree 1	2	3	4	5	6	7	Strongly disagree 8
Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN.	Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN. Strongly agree 1	Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN. 2	Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN. 3	Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN. 4	Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN. 5	Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN. 6	Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN. 7	Many of the things teachers do with students with no SEN in a regular classroom are appropriate for students with SEN. Strongly disagree 8
The needs of the students with SEN can best be served through special, separate classes.	The needs of the students with SEN can best be served through special, separate classes. Strongly agree 1	The needs of the students with SEN can best be served through special, separate classes. 2	The needs of the students with SEN can best be served through special, separate classes. 3	The needs of the students with SEN can best be served through special, separate classes. 4	The needs of the students with SEN can best be served through special, separate classes. 5	The needs of the students with SEN can best be served through special, separate classes. 6	The needs of the students with SEN can best be served through special, separate classes. 7	The needs of the students with SEN can best be served through special, separate classes. Strongly disagree 8
The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN.	The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN. Strongly agree 1	The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN. 2	The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN. 3	The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN. 4	The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN. 5	The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN. 6	The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN. 7	The classroom behaviour of a child with SEN generally requires more patience from the teacher than does the behaviour of a child without SEN. Strongly disagree 8
The challenge of being in a regular classroom will promote the academic growth of the child with SEN.	The challenge of being in a regular classroom will promote the academic growth of the child with SEN. Strongly agree 1	The challenge of being in a regular classroom will promote the academic growth of the child with SEN. 2	The challenge of being in a regular classroom will promote the academic growth of the child with SEN. 3	The challenge of being in a regular classroom will promote the academic growth of the child with SEN. 4	The challenge of being in a regular classroom will promote the academic growth of the child with SEN. 5	The challenge of being in a regular classroom will promote the academic growth of the child with SEN. 6	The challenge of being in a regular classroom will promote the academic growth of the child with SEN. 7	The challenge of being in a regular classroom will promote the academic growth of the child with SEN. Strongly disagree 8
The extra attention students with SEN require is to the detriment of the other students.	The extra attention students with SEN require is to the detriment of the other students. Strongly agree 1	The extra attention students with SEN require is to the detriment of the other students. 2	The extra attention students with SEN require is to the detriment of the other students. 3	The extra attention students with SEN require is to the detriment of the other students. 4	The extra attention students with SEN require is to the detriment of the other students. 5	The extra attention students with SEN require is to the detriment of the other students. 6	The extra attention students with SEN require is to the detriment of the other students. 7	The extra attention students with SEN require is to the detriment of the other students. Strongly disagree 8
Inclusion offers mixed group interaction which fosters understanding and acceptance of differences.	Inclusion offers mixed group interaction which fosters understanding and acceptance of differences. Strongly agree 1	Inclusion offers mixed group interaction which fosters understanding and acceptance of differences. 2	Inclusion offers mixed group interaction which fosters understanding and acceptance of differences. 3	Inclusion offers mixed group interaction which fosters understanding and acceptance of differences. 4	Inclusion offers mixed group interaction which fosters understanding and acceptance of differences. 5	Inclusion offers mixed group interaction which fosters understanding and acceptance of differences. 6	Inclusion offers mixed group interaction which fosters understanding and acceptance of differences. 7	Inclusion offers mixed group interaction which fosters understanding and acceptance of differences. Strongly disagree 8
It is difficult to maintain order in a normal classroom that contains a child with SEN.	It is difficult to maintain order in a normal classroom that contains a child with SEN. Strongly agree 1	It is difficult to maintain order in a normal classroom that contains a child with SEN. 2	It is difficult to maintain order in a normal classroom that contains a child with SEN. 3	It is difficult to maintain order in a normal classroom that contains a child with SEN. 4	It is difficult to maintain order in a normal classroom that contains a child with SEN. 5	It is difficult to maintain order in a normal classroom that contains a child with SEN. 6	It is difficult to maintain order in a normal classroom that contains a child with SEN. 7	It is difficult to maintain order in a normal classroom that contains a child with SEN. Strongly disagree 8
Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN.	Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN. Strongly agree 1	Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN. 2	Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN. 3	Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN. 4	Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN. 5	Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN. 6	Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN. 7	Normal classroom teachers possess a great deal of the expertise necessary to work with a child with SEN. Strongly disagree 8
The behaviour of students with SEN sets a bad example for the other students.	The behaviour of students with SEN sets a bad example for the other students. Strongly agree 1	The behaviour of students with SEN sets a bad example for the other students. 2	The behaviour of students with SEN sets a bad example for the other students. 3	The behaviour of students with SEN sets a bad example for the other students. 4	The behaviour of students with SEN sets a bad example for the other students. 5	The behaviour of students with SEN sets a bad example for the other students. 6	The behaviour of students with SEN sets a bad example for the other students. 7	The behaviour of students with SEN sets a bad example for the other students. Strongly disagree 8
Isolation in a special class has a negative effect on the social and emotional development of a child with SEN.	Isolation in a special class has a negative effect on the social and emotional development of a child with SEN. Strongly agree 1	Isolation in a special class has a negative effect on the social and emotional development of a child with SEN. 2	Isolation in a special class has a negative effect on the social and emotional development of a child with SEN. 3	Isolation in a special class has a negative effect on the social and emotional development of a child with SEN. 4	Isolation in a special class has a negative effect on the social and emotional development of a child with SEN. 5	Isolation in a special class has a negative effect on the social and emotional development of a child with SEN. 6	Isolation in a special class has a negative effect on the social and emotional development of a child with SEN. 7	Isolation in a special class has a negative effect on the social and emotional development of a child with SEN. Strongly disagree 8
The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom.	The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom. Strongly agree 1	The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom. 2	The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom. 3	The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom. 4	The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom. 5	The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom. 6	The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom. 7	The child with SEN probably develops academic skills more rapidly in a special classroom than in a regular classroom. Strongly disagree 8
Most children with SEN do not make an adequate attempt to complete their assignments.	Most children with SEN do not make an adequate attempt to complete their assignments. Strongly agree 1	Most children with SEN do not make an adequate attempt to complete their assignments. 2	Most children with SEN do not make an adequate attempt to complete their assignments. 3	Most children with SEN do not make an adequate attempt to complete their assignments. 4	Most children with SEN do not make an adequate attempt to complete their assignments. 5	Most children with SEN do not make an adequate attempt to complete their assignments. 6	Most children with SEN do not make an adequate attempt to complete their assignments. 7	Most children with SEN do not make an adequate attempt to complete their assignments. Strongly disagree 8
The contact regular students have with students with SEN may be harmful.	The contact regular students have with students with SEN may be harmful. Strongly agree 1	The contact regular students have with students with SEN may be harmful. 2	The contact regular students have with students with SEN may be harmful. 3	The contact regular students have with students with SEN may be harmful. 4	The contact regular students have with students with SEN may be harmful. 5	The contact regular students have with students with SEN may be harmful. 6	The contact regular students have with students with SEN may be harmful. 7	The contact regular students have with students with SEN may be harmful. Strongly disagree 8
Regular classroom teachers have sufficient training to teach children with SEN.	Regular classroom teachers have sufficient training to teach children with SEN. Strongly agree 1	Regular classroom teachers have sufficient training to teach children with SEN. 2	Regular classroom teachers have sufficient training to teach children with SEN. 3	Regular classroom teachers have sufficient training to teach children with SEN. 4	Regular classroom teachers have sufficient training to teach children with SEN. 5	Regular classroom teachers have sufficient training to teach children with SEN. 6	Regular classroom teachers have sufficient training to teach children with SEN. 7	Regular classroom teachers have sufficient training to teach children with SEN. Strongly disagree 8
Students with SEN monopolise the teacher's time.	Students with SEN monopolise the teacher's time. Strongly agree 1	Students with SEN monopolise the teacher's time. 2	Students with SEN monopolise the teacher's time. 3	Students with SEN monopolise the teacher's time. 4	Students with SEN monopolise the teacher's time. 5	Students with SEN monopolise the teacher's time. 6	Students with SEN monopolise the teacher's time. 7	Students with SEN monopolise the teacher's time. Strongly disagree 8
Including the child with SEN in the regular classroom promotes his or her social independence.	Including the child with SEN in the regular classroom promotes his or her social independence. Strongly agree 1	Including the child with SEN in the regular classroom promotes his or her social independence. 2	Including the child with SEN in the regular classroom promotes his or her social independence. 3	Including the child with SEN in the regular classroom promotes his or her social independence. 4	Including the child with SEN in the regular classroom promotes his or her social independence. 5	Including the child with SEN in the regular classroom promotes his or her social independence. 6	Including the child with SEN in the regular classroom promotes his or her social independence. 7	Including the child with SEN in the regular classroom promotes his or her social independence. Strongly disagree 8
It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting.	It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting. Strongly agree 1	It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting. 2	It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting. 3	It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting. 4	It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting. 5	It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting. 6	It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting. 7	It is likely that a child with SEN will exhibit behaviour problems in a normal classroom setting. Strongly disagree 8
Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers.	Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers. Strongly agree 1	Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers. 2	Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers. 3	Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers. 4	Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers. 5	Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers. 6	Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers. 7	Diagnostic- prescriptive teaching is better done by special education teachers/ LSEs than by normal classroom teachers. Strongly disagree 8
The inclusion of students with SEN can be beneficial for non-SEN students.	The inclusion of students with SEN can be beneficial for non-SEN students. Strongly agree 1	The inclusion of students with SEN can be beneficial for non-SEN students. 2	The inclusion of students with SEN can be beneficial for non-SEN students. 3	The inclusion of students with SEN can be beneficial for non-SEN students. 4	The inclusion of students with SEN can be beneficial for non-SEN students. 5	The inclusion of students with SEN can be beneficial for non-SEN students. 6	The inclusion of students with SEN can be beneficial for non-SEN students. 7	The inclusion of students with SEN can be beneficial for non-SEN students. Strongly disagree 8
Children with SEN need to be told exactly what to do and how to do it.	Children with SEN need to be told exactly what to do and how to do it. Strongly agree 1	Children with SEN need to be told exactly what to do and how to do it. 2	Children with SEN need to be told exactly what to do and how to do it. 3	Children with SEN need to be told exactly what to do and how to do it. 4	Children with SEN need to be told exactly what to do and how to do it. 5	Children with SEN need to be told exactly what to do and how to do it. 6	Children with SEN need to be told exactly what to do and how to do it. 7	Children with SEN need to be told exactly what to do and how to do it. Strongly disagree 8
Inclusion is likely to have a negative effect on the emotional development of the child with SEN.	Inclusion is likely to have a negative effect on the emotional development of the child with SEN. Strongly agree 1	Inclusion is likely to have a negative effect on the emotional development of the child with SEN. 2	Inclusion is likely to have a negative effect on the emotional development of the child with SEN. 3	Inclusion is likely to have a negative effect on the emotional development of the child with SEN. 4	Inclusion is likely to have a negative effect on the emotional development of the child with SEN. 5	Inclusion is likely to have a negative effect on the emotional development of the child with SEN. 6	Inclusion is likely to have a negative effect on the emotional development of the child with SEN. 7	Inclusion is likely to have a negative effect on the emotional development of the child with SEN. Strongly disagree 8
Increased freedom in the classroom creates too much confusion.	Increased freedom in the classroom creates too much confusion. Strongly agree 1	Increased freedom in the classroom creates too much confusion. 2	Increased freedom in the classroom creates too much confusion. 3	Increased freedom in the classroom creates too much confusion. 4	Increased freedom in the classroom creates too much confusion. 5	Increased freedom in the classroom creates too much confusion. 6	Increased freedom in the classroom creates too much confusion. 7	Increased freedom in the classroom creates too much confusion. Strongly disagree 8
The child with SEN is socially isolated by students without SEN.	The child with SEN is socially isolated by students without SEN. Strongly agree 1	The child with SEN is socially isolated by students without SEN. 2	The child with SEN is socially isolated by students without SEN. 3	The child with SEN is socially isolated by students without SEN. 4	The child with SEN is socially isolated by students without SEN. 5	The child with SEN is socially isolated by students without SEN. 6	The child with SEN is socially isolated by students without SEN. 7	The child with SEN is socially isolated by students without SEN. Strongly disagree 8
Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN.	Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN. Strongly agree 1	Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN. 2	Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN. 3	Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN. 4	Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN. 5	Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN. 6	Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN. 7	Parents of a child with SEN present no greater problem for a teacher than those of a child without SEN. Strongly disagree 8
Inclusion of children necessitates extensive retraining of regular classroom teachers.	Inclusion of children necessitates extensive retraining of regular classroom teachers. Strongly agree 1	Inclusion of children necessitates extensive retraining of regular classroom teachers. 2	Inclusion of children necessitates extensive retraining of regular classroom teachers. 3	Inclusion of children necessitates extensive retraining of regular classroom teachers. 4	Inclusion of children necessitates extensive retraining of regular classroom teachers. 5	Inclusion of children necessitates extensive retraining of regular classroom teachers. 6	Inclusion of children necessitates extensive retraining of regular classroom teachers. 7	Inclusion of children necessitates extensive retraining of regular classroom teachers. Strongly disagree 8
Students with SEN should be given every opportunity to function in the regular classroom setting where possible.	Students with SEN should be given every opportunity to function in the regular classroom setting where possible. Strongly agree 1	Students with SEN should be given every opportunity to function in the regular classroom setting where possible. 2	Students with SEN should be given every opportunity to function in the regular classroom setting where possible. 3	Students with SEN should be given every opportunity to function in the regular classroom setting where possible. 4	Students with SEN should be given every opportunity to function in the regular classroom setting where possible. 5	Students with SEN should be given every opportunity to function in the regular classroom setting where possible. 6	Students with SEN should be given every opportunity to function in the regular classroom setting where possible. 7	Students with SEN should be given every opportunity to function in the regular classroom setting where possible. Strongly disagree 8
Students with SEN are likely to create confusion in the regular classroom.	Students with SEN are likely to create confusion in the regular classroom. Strongly agree 1	Students with SEN are likely to create confusion in the regular classroom. 2	Students with SEN are likely to create confusion in the regular classroom. 3	Students with SEN are likely to create confusion in the regular classroom. 4	Students with SEN are likely to create confusion in the regular classroom. 5	Students with SEN are likely to create confusion in the regular classroom. 6	Students with SEN are likely to create confusion in the regular classroom. 7	Students with SEN are likely to create confusion in the regular classroom. Strongly disagree 8
The presence of students with SEN promotes acceptance of difference in the part of the students without SEN.	The presence of students with SEN promotes acceptance of difference in the part of the students without SEN. Strongly agree 1	The presence of students with SEN promotes acceptance of difference in the part of the students without SEN. 2	The presence of students with SEN promotes acceptance of difference in the part of the students without SEN. 3	The presence of students with SEN promotes acceptance of difference in the part of the students without SEN. 4	The presence of students with SEN promotes acceptance of difference in the part of the students without SEN. 5	The presence of students with SEN promotes acceptance of difference in the part of the students without SEN. 6	The presence of students with SEN promotes acceptance of difference in the part of the students without SEN. 7	The presence of students with SEN promotes acceptance of difference in the part of the students without SEN. Strongly disagree 8

Is there anything else you wish to add or comment on?

Teachers' Attitudes to Inclusion Scale (TAIS)

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* 1. Section 1Your length of teaching service since training is (please specify number of years and months)

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* 2. Gender (please specify)

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* 3. Age

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* 4. The school type you are presently teaching at

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* 5. Do you have occasional contact with someone who has special educational needs (SEN) (e.g. child in your class, relative, own child)? (If yes, please specify)

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* 6. Your highest academic qualification is

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* 7. Have you completed any special education course?

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* 8. Section 2: Please select the appropriate response for each of the questions. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

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* 9. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

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* 10. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

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* 11. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

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* 12. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

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* 13. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

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* 14. Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

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* 15. Section ThreeIn your experience over the past 12 months, mark how you think the level of adequacy of the following possible supports has been:

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* 16. What degree of success have you had to date in including pupils with SEN

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* 17. What degree of school support have you had to date in including pupils with SEN?

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* 18. To what extent did your teacher training prepare you for working with children with SEN?

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* 19. Section FourPlease choose the option that best describes how much you agree or disagree with the following statements. There are no right or wrong answers. The best answers are those that honestly reflect your views.

* 1. Section 1
Your length of teaching service since training is (please specify number of years and months)

* 8. Section 2: Please select the appropriate response for each of the questions.
Given your present classroom situation how willing would you be to include a child(ren) with the following difficulties:

* 15. Section Three
In your experience over the past 12 months, mark how you think the level of adequacy of the following possible supports has been:

* 19. Section Four

Please choose the option that best describes how much you agree or disagree with the following statements. There are no right or wrong answers. The best answers are those that honestly reflect your views.