Attitudes of entry level occupational therapy doctoral students towards inclusion for students with disabilities

Abstract

Background/Aims: The increasing popularity of inclusive education for students with disabilities and the attitudes towards it inevitably affect school-based occupational therapy practice. This survey study investigated the attitudes of entry-level occupational therapy doctoral (EOTD) students towards inclusive education and the effect of professional education on their perception. Methods: A total of 62 EOTD students responded to a self-developed questionnaire, Attitudes and Inclusive Education Survey, yielding a response rate of 91.2%. Results: Results of the study revealed that entry level occupational therapy doctoral students have positive attitudes towards inclusive education and believe that the inclusion movement has an inevitable impact on schoolbased occupational therapy practice. Professional education in occupational therapy might positively affect students' attitudes. Conclusion: Given the close association between one's attitude and behaviour, the findings of the study are particularly encouraging. Future research needs to further examine school-based occupational therapy practice in inclusive environments.

Future Pedagogues’ Attitudes and Knowledge about Inclusive Education in Spain: an exploratory study

“…Echoing the results of other studies, future pedagogues taught at the University of Valencia seem to show highly positive attitudes towards IE, even to a greater extent than their peers from other countries in similar studies (Cook, 2002;Gómez & Infante, 2004;Haq & Mundia, 2012;Mu et al, 2007). Specifically, some other countries' students show doubts or even rejection towards IE for students with sensory deficits, intellectual impairment, behavioural problems or multiple disabilities (Cook, 2002;Haq & Mundia, 2012), disabilities ); or even a more general rejection towards students with low academic performance or with a shy, withdrawn personality ).…”

“…Future professionals' general attitude towards IE is positive (Cook, 2002;Haq & Mundia, 2012;Loreman, Earle, Sharman, & Forlin, 2007;Mu, Franck, & Konz, 2007), even in spite of some professionals' stance denouncing the lack of initial training, time and assistance to address it correctly (Lambe, 2011). Future professionals show a clearer position regarding IE in the case of students with learning disabilities than in the case of students with behavioural problems, mental deficiency or multiple disability (Cook, 2002).…”

“…However, some elements can help develop a positive attitude towards IE. Indeed, all of the aforementioned studies point to initial training as the main factor (Cook, 2002;Mu et al, 2007), along with professional experience in IE, knowledge about different disabilities (Brandes, McWhirter, Haring, Crowson, & Millsap, 2012;de Boer et al, 2010;Sharma, Forlin, & Loreman, 2008), special education training during undergraduate or postgraduate studies (Forlin, Garcia Cedillo, Romero-Contreras, Fletcher, & Rodriguez Hernandez, 2010;Sharma et al, 2009), training on inclusion policies and regulation , and even personal factors, such as predisposition or talent (Cook, 2002). However, Cook's (2002) study also identifies aspects which can be detrimental to future teachers' attitude towards IE, such as limited teaching experience, knowledge or aptitude in the field of education.…”

An Attack on Inclusive Education in Secondary Education. Limitations in Initial Teacher Training in Spain

“…Recent research has shown how initial training on IE is determining for its success (Avramidis, & Norwich, 2002;Carpenter & Cai, 2011;Cook 2002;Jiménez-Monteagudo & Hernández-Álvarez, 2013;Mu et al 2007;Sharma et al 2006). Specific training on IE improves future teachers' attitudes and confidence and reduces their concerns (Glumbic et al 2004;Stella et al 2007).…”

La atención a la diversidad desde la perspectiva de estudiantes del Máster de Educación Secundaria de la Universidad de Jaén

“…además, y coincidiendo con Buendía et al (2011), la finalidad de esta titulación no es sólo la de capacitar a profesores que resuelvan situaciones educativas sino también, profesionales formados en la reflexión, resolución de problemas, investigación e innovación, que puedan contribuir a que las futuras generaciones de alumnos estén mejor preparadas para afrontar los retos que se les presenten. además, la formación docente supone un aspecto importante de cara al desarrollo de actitudes positivas (Idol, 2006;Horne y Timmons, 2009) y éxito en el desarrollo del proceso inclusivo (Carpenter y Cai, 2011;Jiménez y Hernández, 2013;Mu, Franck y Konz, 2007;Sharma, Moore y Sonawane, 2006).…”