Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education

Forlin, Chris; Loreman, Tim; Sharma, Umesh; Earle, Chris

doi:10.1080/13603110701365356

Cited by 273 publications

(221 citation statements)

References 15 publications

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Section: International Journal Of Research Studies In Education 57mentioning

confidence: 79%

“…Conversely, Forlin, Loreman, Sharma and Earle (2009) found male pre-service teachers to be more positive about inclusion. Others have shown that teachers with prior teaching experience with children who have disabilities (Chhabra et al, 2010;Forlin et al, 2009;Nisreen, 2013) demonstrate more positive attitudes and less discomfort. Furthermore, some educational programme specialisations positively influence pre-service teachers' attitudes towards students with disabilities and inclusion, for example, special education (Haimour, 2012) and education and humanities (Alghazo et al, 2003).…”

Section: International Journal Of Research Studies In Education 57mentioning

confidence: 79%

“…Conversely, increased contact with persons with disabilities has been found to explain positive changes in scores on comfort levels (Carroll, Forlin, & Jobling, 2003;Sharma et al, 2008). Pre-service teachers with a family member or close friend with a disability exhibit more positive attitudes towards students with disabilities (Haimour, 2012) and inclusion (Dart, 2006;Parasuram, 2006) and fewer concerns about the inclusion of students with disabilities into regular classes (Chhabra et al, 2010;Forlin et al, 2009;Malak, 2013).…”

Section: International Journal Of Research Studies In Education 57mentioning

confidence: 99%

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A cross-sectional study of pre-service teachers’ views about disability and attitudes towards inclusive education

Nketsia¹

2016

IJRSE

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Teachers' attitudes towards students with disabilities and special educational needs (SEN) and their inclusion in regular education classrooms have been internationally identified as a key factor in the implementation of inclusive education. In this study, 501 participants representing a cross-section of pre-service teachers from three public colleges of education in Ghana were surveyed about their views regarding disability, level of discomfort interacting with people with disabilities and attitudes towards inclusive education. The results indicate that the pre-service teachers understood disability as an interaction between biological and environmental factors and felt comfortable interacting with people with disabilities. However, their attitudes towards inclusive education were imperceptibly positive, with some being predisposed to cultural and religious beliefs about disability. The results are discussed in relation to the impact of background variables and the range of factors that can improve pre-service teachers' attitudes towards inclusive education.

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Section: International Journal Of Research Studies In Education 57mentioning

confidence: 79%

Section: International Journal Of Research Studies In Education 57mentioning

confidence: 79%

Section: International Journal Of Research Studies In Education 57mentioning

confidence: 99%

See 1 more Smart Citation

A cross-sectional study of pre-service teachers’ views about disability and attitudes towards inclusive education

Nketsia¹

2016

IJRSE

View full text Add to dashboard Cite

show abstract

“…Previous research (Avramidis & Kalyva, 2007;Bornman & Donohue, 2013;Forlin et al, 2009) has similarly found that previous exposure positively influences teachers' attitudes toward the inclusion of learners with disabilities into mainstream classrooms. These findings indicate that pre-service and additional teacher training must…”

Section: Discussionmentioning

confidence: 98%

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

Donohue

Bornman

2015

International Journal of Disability, Development and Education

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This research sought to examine South African teachers' attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers' Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting learners with different types of impairments. Overall, teachers reported that inclusion would benefit learners' social development (mean scores from 2.57 to 3.35) more than their intellectual development (mean scores from 2.14 to 2.83). It also was found that teachers overwhelmingly were more confident about including learners with Down syndrome into their hypothetical mainstream classes when compared to the inclusion of learners with other disabilities F(3, 90) = 9.59, p < .01. The results suggest that providing teachers with sufficient resources within the classroom and training that includes hands-on experience with children with disabilities could positively influence their attitudes toward the inclusion of learners with disabilities in their classrooms.

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“…Regarding future professionals' knowledge about IE, almost all studies mention insufficient training and limited or negative experiences (Forlin & Chambers, 2011;Forlin et al, 2010;Forlin, Loreman, Sharma, & Earle, 2009;Gokdere, 2012;Sharma et al, 2009). …”

Section: Introductionmentioning

confidence: 99%

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

Andrés¹,

López-Torrijo²,

Viana-Orta³

2015

RES

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This article analyses the attitudes and knowledge about inclusive education among students reading Pedagogy at the University of Valencia and how these are influenced by participants' age, gender, and which academic programme or year of study they are in. This research comprises a sample of 182 students from the degree's four year groups, which guarantee a representativeness of 95%. The principal results indicate that attitudes towards inclusive education among students reading Pedagogy are highly positive. However, they consider the training received insufficient. Regarding the participants of the study, the analysis shows that attitudes towards inclusive education are directly related to age, while gender has no influence over students' attitudes.

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Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education

Cited by 273 publications

References 15 publications

A cross-sectional study of pre-service teachers’ views about disability and attitudes towards inclusive education

A cross-sectional study of pre-service teachers’ views about disability and attitudes towards inclusive education

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

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

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