Chris Earle

TL;DR: In this article, the effect of demographic differences on changing pre-service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work was investigated.

TL;DR: This article investigated the nature of concerns and attitudes held by preservice teachers regarding inclusive education and their degree of comfort on interaction with people with disabilities and found that participants in the western countries tended to have more positive sentiments and attitudes towards students with disabilities, and more concerns than their Eastern counterparts.

TL;DR: The authors developed a scale to measure pre-service teachers' perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with diffe rent needs; and concerns about implementing inclusion.

TL;DR: In this paper, the authors describe the development of an improved scale for measuring sentiments, attitudes and concerns about inclusive education in pre-service teachers based on an examination of data gathered from 996 teachers from five tertiary institutions using a modified version of the Interactions with People with Disabilities scale.