Religious belief as a variable impacting a teacher’s attitudes towards inclusive education: A systematic review

Abstract

This systematic review derives from the introductory chapter of a PhD thesis, highlighting challenges associated with implementing Inclusive Education [IE] in Australian Christian Schools. It frames the relationship between a teacher’s religious beliefs and attitudes towards IE in two groups of Evangelical Christian schools in New South Wales. The review provides an orientation for a study, introducing the need to explore religious belief as a variable that may impact a teacher’s attitude towards IE. It outlines the need to explore how religious belief may influence a teacher’s intention to include students with disabilities. A problem statement outlining challenges for implementing IE in Australian Christian schools is presented before exploring the pedagogical and theological context of inclusive beliefs in Australian Christian schools. The empirical study findings stemming from this review will be published in a future edition of the journal.