Journal ArticleDOI
Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education
TLDR
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.Abstract:
The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre‐service teachers, consideration is given to the effect of a range 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. Pre‐ and post‐training comparisons are made which identify a range of variables that impact on changing pre‐service teacher perceptions about inclusion. The discussion focuses on the importance of differentiating teacher preparation courses to address these different needs of pre‐...read more
Citations
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Journal ArticleDOI
Measuring teacher efficacy to implement inclusive practices
TL;DR: This paper developed an instrument to measure perceived teacher efficacy to teach in inclusive classrooms and developed an 18-item scale on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India).
Journal ArticleDOI
Impact of Training on Pre-Service Teachers' Attitudes and Concerns about Inclusive Education and Sentiments about Persons with Disabilities.
TL;DR: In this article, the effects of training in inclusive education on pre-service teacher attitudes towards inclusion, their sentiments about people with a disability and their concerns about inclusion were investigated using a data set of 603 teachers from Australia, Canada, Hong Kong and Singapore.
Journal ArticleDOI
Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.
TL;DR: The authors found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes.
Journal ArticleDOI
Enacting inclusion: a framework for interrogating inclusive practice
Lani Florian,Jennifer Spratt +1 more
TL;DR: Inclusive pedagogy is an approach to teaching and learning that supports teachers to respond to individual differences between learners but avoids the marginalisation that can occur when some students are treated differently as mentioned in this paper.
Journal ArticleDOI
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
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.
References
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Journal ArticleDOI
Changing student teachers’ attitudes towards disability and inclusion
TL;DR: In this article, a study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion, and demonstrated that raising awareness of one disability may lead to changes in attitudes towards disabilities in general.
Journal ArticleDOI
Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school.
TL;DR: In this article, a survey was undertaken into the attitudes of student teachers toward the inclusion of children with special needs in the ordinary school, which revealed that the respondents held positive attitudes toward the general concept of inclusion but their perceived competence dropped significantly according to the severity of children's needs as identified by the UK “Code of Practice for the Identification and Assessment of Special Educational Needs”.
Journal ArticleDOI
Student teachers' attitudes towards the inclusion of children with special needs
TL;DR: This article found that student teachers were more negative about the impact of children with emotional and behavioural problems on other children, teachers, and the school environment than they were about children with intellectual disabilities.
Journal ArticleDOI
Inclusion: Identifying potential stressors for regular class teachers.
TL;DR: This paper investigated the potential stressors for teachers during inclusion and found that issues that related to a teacher's professional competence and the behaviour of the child with the intellectual disability were the most stressful for teachers.
Journal Article
Pre-Service Teachers' Attitudes, Concerns and Sentiments about Inclusive Education: An International Comparison of Novice Pre-Service Teachers.
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.
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