Attitudes of Pre-service Teachers Toward Inclusion for Students Who Are Deaf

Yuknis, Christina

doi:10.1179/1557069x15y.0000000003

Cited by 16 publications

(12 citation statements)

References 8 publications

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“…This is because the experience of interacting with special needs children provides a complex influence on pre-service teachers' attitudes toward inclusive education (De la Rosa et al, & Pestano, 2014). Another study, conducted by Yuknis (2015), also showed that there were no significant changes in pre-service teachers' attitudes toward inclusive education after attending special teacher preparation programs for hearing-impaired special needs children. The results of the study by Gill, Sherman, and Sherman (2009) for preservice teachers from three different study programs who underwent four stages of teacher preparation programs at one university in America also showed the opposite result, where preservice teachers who have received special education programs and programs teaching special needs children tend to have a negative attitude toward inclusive education.…”

Section: Introductionmentioning

confidence: 97%

Pre-Service Teachers’ Attitudes Toward Inclusive Education

Qandhi¹,

Kurniawati²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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Implementing inclusive education requires not only facilities and physical support but also human resources, in this case pre-service teachers. Pre-service teachers, who come from different educational backgrounds, are one of the most important components in implementing inclusive education due to their interactions with special needs children. This study aims to compare the attitudes of pre-service teachers toward inclusive education based on experiences of direct interaction, training, and teaching special needs children. Participants are college students in Jakarta majoring in Teacher Training, early childhood education, and special education. The attitudes of pre-service teachers toward inclusive education are measured by the Multidimensional Attitudes toward Inclusive Education instrument. The results of the independent-sample t-test indicated that there are significant mean score differences between the two groups-Early Childhood Education majors (M = 76.84, SD = 10.155) and Special Education majors (M = 86.26, SD = 9.275) with significance p <.005. Subsequent regression analysis demonstrated that training experience and experience teaching special needs children contributed differentially to pre-service teachers' attitudes toward inclusive education.

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Section: Introductionmentioning

confidence: 97%

Pre-Service Teachers’ Attitudes Toward Inclusive Education

Qandhi¹,

Kurniawati²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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“…Some studies (Fundación Universia, 2018;Moriña, 2017;Simón & Carballo, 2019) stress the need for a shift in the faculty members' educational beliefs, attitudes and practices to advance towards more inclusive education. They explicitly state the importance to accept, respect and value difference, to train educators and make them more aware and understanding of the potential of inclusion, so they will be more curious and willing to accept change (Álamo, 2018;Hernández et al, 2018;Lombardi et al, 2011;Yuknis, 2015), because teaching actions -conditioned by the educator's expectations, attitudes, and training regarding the attention to diversity -facilitate or hinder inclusive university processes or practices (Rodríguez & Álvarez, 2015).…”

Section: Discussionmentioning

confidence: 99%

Validation of a scale of attention to diversity for university teachers

et al. 2021

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It is the job of universities to face the greatest challenges of highereducation in the twenty-first century. Creating policies and practices to attendto diversity is part of their social responsibility. Validated instruments areessential to find out teachers’ attitudes and practices in education regardingattention to diversity. This paper aims to present the process of constructionand validation of the Scale of Beliefs, Attitudes and Practices of Attentionto Diversity for University Teachers (CAPA-PU) created for this purpose. Asurvey method with a non-experimental design was applied to a sample of 428teachers from various Spanish universities. To validate this scale, analysis ofthe content and construct preceded the selected items in the ad hoc instrumentin order to reach the representativeness of the construct. A review of theliterature on attention to diversity, especially instrument design, informedof the definition of the construct and its dimensions, representativeness,relevance, comprehension, ambiguity and clarity. In addition, reliable internalconsistency and exploratory and confirmatory factor analysis showed a fittedmodel and a five-factor structure: (1) Institutional Diversity; (2) Research,Training and Teaching Focused on Diversity; (3) Teaching and LearningPractices; (4) University Administrators’ Commitment; (5) Conception ofDiversity. In conclusion, it is evident that there is: a) current relevance of theassumed construct of attention to diversity focused on actions that providelearning opportunities to the most disadvantaged groups; and b) the need tooffer a scale such as the one created in order to attend to the processes ofeducational inclusion in Spanish universities.

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“…Similarly, Kirk (1998) investigated the impact of university coursework on preservice teacher attitudes toward students with disabilities reporting that participating in this coursework had no impact on attitudes toward working with students with disabilities. Additionally, Yuknis (2015) found that an introductory special education course did not significantly impact preservice teachers' attitudes towards inclusion. Moreover, McHatton and Parker (2013) investigated elementary and special education preservice teachers' perceptions of inclusion following a classroom management course and a field training in K-5 classrooms.…”

Section: Introductionmentioning

confidence: 92%

“…It is argued that, although inclusive education policies are in place, they neither guarantee successful experiences for students with disabilities ( Peters et al., 2005 ; Yuknis, 2015 ) nor ensure that the policy is supported by those most accountable for effective implementation, specifically, classroom teachers ( Campbell et al., 2003 ; Hassanein, 2015b ). Research indicated that teachers' beliefs and attitudes are essential for the success of inclusive education since teachers' acceptance of this policy is expected to affect their commitment to implementing it ( Beacham and Rouse, 2012 ; de Boer et al., 2011 ; Hassanein, 2015a ; Saloviita and Schaffus, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar

Hassanein

Alshaboul

Ibrahim

2021

Heliyon

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Teachers' beliefs and attitudes are a significant component in the development and success of inclusive education. Research indicates that the foundation of positive attitudes toward inclusive education can be established in preservice-teacher-preparation programs. This study examines the change in preservice teachers' attitudes toward inclusive education following an inclusion-centered course, combined with an 18-hr practicum. Using the Multidimensional Attitudes toward Inclusive Education Scale (MATIES), 98 preservice teachers from primary and secondary teacher education programs in the College of Education at Qatar University in Doha, Qatar, were surveyed pre and post-course. It was found that all the participants' attitudes toward inclusive education changed significantly. No significant differences between primary and secondary preservice teachers were found at the end of the course. The results illustrated that combining information-based instruction with structured fieldwork experiences can potentially change preservice teachers' attitudes toward inclusive education. Implications for practice and future directions in research are considered.

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Attitudes of Pre-service Teachers Toward Inclusion for Students Who Are Deaf

Cited by 16 publications

References 8 publications

Pre-Service Teachers’ Attitudes Toward Inclusive Education

Pre-Service Teachers’ Attitudes Toward Inclusive Education

Validation of a scale of attention to diversity for university teachers

The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar

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