Teachers’ Attitude to Inclusion Scale (TAIS) OFFICE USE

ONLY
The following questionnaire is interested in your attitudes towards the
inclusion of Special Educational Needs Pupils into regular classrooms.

Instructions:
Please answer ALL questions as honestly as possible.

Please tick the relevant categories for each of the questions below

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

identified.
We are only interested in the total results.
If you have any queries, please contact the researcher.

Section One
1. Your length of teaching service since training is (please specify)

year(s) month(s) 1.

2. Gender: Male Female 2.

3. Age year(s) month(s) 3.

The class level you are presently teaching and the number of children in your class:

4. class level
4.
5. number of children
5.
6. Do you have occasional or frequent contact with someone who has SEN (e.g.
child in your class, relative, own child)? (If yes, please specify)

No Yes _____________________________
6.
7. Your highest academic qualification is:
Teachers’ College Diploma/Certificate
PGCE
University Degree
Currently studying towards degree/diploma
Other (please specify) ______________________________
7.

8. Have you completed any special education courses? (If yes, please specify)
8.
No Yes _____________________________

1
Section Two OFFICE USE
ONLY
Please tick the appropriate box for each of the questions below

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

Definitely Definitely
Yes No
1 2 3 4 5 6 7 8
a. Hearing difficulties
a. Mild a.
b. Moderate b.
c. Severe c.

b. Behavioural difficulties
a. Mild a.
b. Moderate b.
c. Severe c.

c. Emotional difficulties
a. Mild a.
b. Moderate b.
c. Severe c.

d. Physical difficulties
a. Mild a.
b. Moderate b.
c. Severe c.

e. Gifted
a. Mild a.
b. Moderate b.
c. Severe c.

f. Visual difficulties
a. Mild a.
b. Moderate b.
c. Severe c.

2
 g. Learning difficulties
a. Mild a.
b. Moderate b.

c. Severe c.

h. Speech/language difficulties
a. Mild a.
b. Moderate b.
c. Severe c.

i. Multiple difficulties
a. Mild a.
b. Moderate b.
c. Severe c.

Section Three
1. In your experience over the past 12 months, the adequacy of the following has
generally been:

Very low Very high

1 2 3 4 5 6 7 8 2.

a. Remedial/ withdrawal room facilities a.

b. Learning support teachers b.

c. Educational psychologists c.

d. Appropriate teaching materials d.

e. Parent/carer helpers e.

f. School advisors f.

g. Behaviour support teachers g.

h. Classroom assistance h.

i. General school support i.

j.
j. Support from colleagues

3
 If you have taught SEN pupils, please complete questions 3, 4 and 5. OFFICE USE
If you have not taught SEN pupils, please turn to Section 4 ONLY

2. What degree of success have you had to date in dealing with SEN pupils?

Very low Very high

1 2 3 4 5 6 7 8
3.

3. What degree of school support have you had to date in dealing with SEN pupils?

Very low Very high

1 2 3 4 5 6 7 8
4.

4. To what extent did your teacher training prepare you for working with SEN
children?
Not at all To a limited extent Adequately 5.

Section Four
Please tick the box under the column that best describes your agreement or
disagreement with the following statements. There are no right or wrong answers. The
best answers are those that honestly reflect your views.
Strongly Strongly
agree disagree
1 2 3 4 5 6 7 8
1. Many of the things teachers do with non
SEN students in a regular classroom are
appropriate for SEN students 1.
2. The needs of SEN students can best be
served through special, separate classes 2.
3. A SEN child’s classroom behaviour
generally requires more patience from
the teacher than does the behaviour of a 3.
non SEN child
4. The challenge of being in a regular
classroom will promote the academic 4.
growth of the SEN child
5. The extra attention SEN students require is
to the detriment of the other students
6. Inclusion offers mixed group interaction 5.
which fosters understanding and 6.
acceptance of differences
7. It is difficult to maintain order in a normal
classroom that contains an SEN child
8. Normal classroom teachers possess a great 7.
deal of the expertise necessary to work 8.
with an SEN child

4
9. The behaviour of SEN students sets a bad 9.
example for the other students
10. Isolation in a special class has a negative 10.
effect on the social and emotional
development of an SEN child
11. The SEN child probably develops academic
11.
skills more rapidly in a special classroom
than in a regular classroom
12. Most SEN children do not make an
adequate attempt to complete their 12.
assignments
13. Inclusion of SEN children requires
13.
significant change in regular classroom
procedures
14. Most SEN children are well behaved in the
classroom 14.
15. The contact regular students have with
15.
SEN students may be harmful
16. Regular classroom teachers have sufficient
training to teach children with SEN 16.
17. SEN students monopolise the teacher’s
17.
time
18. Including the SEN child in the regular 18.
classroom promotes his or her social
independence
19. It is likely that an SEN child will exhibit
19.
behaviour problems in a normal classroom
setting
20. Diagnostic-prescriptive teaching is better
done by special education teachers than 20.
by normal classroom teachers
21. The inclusion of SEN students can be
21.
beneficial for non-SEN students
22. SEN children need to be told exactly what
to do and how to do it 22.
23. Inclusion is likely to have a negative effect
23.
on the emotional development of the SEN
child
24. Increased freedom in the classroom 24.
creates too much confusion
25. The SEN child is socially isolated by non-
25.
SEN students
26. Parents of an SEN child present no greater
problem for a teacher than those of a non 26.
SEN-child
27. Inclusion of SEN children necessitates
27.
extensive retraining of regular classroom
teachers
28. SEN students should be given every 28.
opportunity to function in the regular
classroom setting where possible
29. SEN children are likely to create confusion
29.
in the regular classroom

5
 30. The presence of SEN students promotes
acceptance of difference in the part of the
non-SEN students

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

THANK YOU VERY MUCH FOR YOUR CO-OPERATION

Please place the completed questionnaires in the envelope
provided, seal, and hand to your school secretary