Contribution of normalisation to inclusive education
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The purpose of this paper was to clarify the features of teachers’ image on normalisation and inclusive education. The participants of the study were both mainstream teachers and special teachers. One hundred and thirty‐eight questionnaires were analysed. (1) Teachers completed the questionnaire of SD (semantic differential) images on normalisation. The responses were subjected to principal factor analysis with promax rotation. The results indicated that teacher's image to normalisation was composed of five factors. (2) The questionnaire that consisted of 11 items on inclusive education for conjoint analysis was evaluated by the teachers. (3) The participants were divided into three groups with cluster analysis by the results of teacher's image on both normalisation and inclusive education. The results indicated that teachers who had a ‘showy’ image on normalisation regarded ‘repudiation of separated learning opportunities’ as a symbolic image of inclusive education practice. On the other hand, teachers who had a positive image on normalisation regarded ‘resource room system’ as a symbolic image on inclusive education.