How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS)

Lübke, Laura; Pinquart, Martin; Schwinger, Malte

doi:10.1080/08856257.2018.1479953

Cited by 16 publications

(17 citation statements)

References 24 publications

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“…Furthermore, faculty understanding and self-efficacy are pertinent to supporting and facilitating SwD (Becker and Palladino, 2016). The scale items also align with the other recent works utilising clear and simple questions to assess faculty self-efficacy beliefs, knowledge and practices in supporting SwD (Freer, 2018; Lubke et al , 2018).…”

Section: Methodsmentioning

confidence: 83%

Evidence-based training approach for higher education faculty: brief model of inclusion and training of the disabled

Zahid

2021

IJEM

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PurposeThis interventional study aims to test the effectiveness of thek training approach for higher education faculty members to facilitate students with disabilities (SwD) to promote inclusion in higher education by operationalising approaches on the basis of the social action model. It presents an evidence-based training model created on recognised theories and strategies in the field of disability.Design/methodology/approachThe study follows a single-case pre/post-test intervention design in which data were analysed quantitatively, followed by a thematic analysis of participants' feedback and trainer's reflections. Training sessions were aligned to the social action model, the perspective of reasonable accommodations and introduction to technological support for teaching-learning and policy issues. Eighty faculty members from different schools of a multi-disciplinary Pakistani university participated in these sessions. Data from only 63 faculty members were available for analyses.FindingsTeacher Perceptions of Facilitating Students with Disabilities (TP-FSD) scale served as a pre- and post-test measure. The quantitative assessment revealed knowledge and attitudinal gains after brief trainings. However, when findings were interpreted considering effect sizes and supported by qualitative findings, moderate effectiveness level was evident. Effectiveness can be interpreted by the internal and external validity checks and findings of multiple assessments.Practical implicationsThis study can be replicated by adapting the training approach and by considering its strengths and shortcomings mentioned in detail in the discussion section.Originality/valueThe study tested the effectiveness of brief faculty training to support SwD in a multi-disciplinary university having faculty with varied education and training experience.

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Section: Methodsmentioning

confidence: 83%

Evidence-based training approach for higher education faculty: brief model of inclusion and training of the disabled

Zahid

2021

IJEM

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“…The effect of the degree of disability on prevailing attitudes towards inclusion has also been clearly identified by Lübke et al . (2019). Nevertheless, with enough resources and using co‐teaching, for example, inclusion of severely disabled pupils can succeed (Louhela, 2012; Saloviita and Consegnati, 2019).…”

Section: Discussionmentioning

confidence: 99%

Pre‐service teachers' attitudes towards inclusion in Finland

Takala¹,

Sirkko²

2022

Support for Learning

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The attitudes towards inclusion and the terms used related to special needs by pre‐service teachers in three Finnish universities were studied. Inclusion is the main educational policy in Finland, and special solutions are avoided when possible. With a questionnaire and a brief survey, data from 488 pre‐service teachers (PSTs) were collected and analysed qualitatively and quantitatively. Results indicated that their attitudes towards inclusion were quite negative. Most of the positive attitudes, which were below the mean of the scale, were held by PSTs with special education as their major or as part of their studies, along with early education PSTs. The terms used for special needs were partly traditional, following the medical model of disability, but many students also referred to the structure of the support. The reasons for the negative attitudes and changes in the traditional names of special needs are also discussed.

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“…An analysis of the methodology of research conducted in Poland revealed that it mainly relied on authors' own questionnaires, whose psychometric properties were not verified. Before beginning our research, we carefully examined the existing tools for measuring attitudes toward inclusion and checked their Polish version in a pilot study: "Attitudes Toward Inclusive Education Scale" (Wilczenski, 1995), "Differentiated Attitudes Toward Inclusion Scale" (Lübke et al, 2018), "The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (Forlin et al, 2011), "Teacher Self-Efficacy for Inclusive Practices Scale" (Sharma et al, 2012), and the "Scale of Teachers' Attitudes Toward Inclusive Classrooms" (Nishimura & Busse, 2015). Though they were designed relatively recently and the Polish education system is not very different from Western ones, the instruments did not answer the problems we wanted to pose in our research.…”

Section: Polish Path To Inclusionmentioning

confidence: 99%

Attitudes Toward Inclusion Among Polish Primary School Teachers: A Strategic Factor in Implementing Inclusive Education

Domagała-Zyśk

Knopik

2022

MJSE

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The purpose of the article is to determine the dominant attitude toward inclusive education among primary school teachers in Poland and to explain the predictors of this attitude. Research conducted on a group of 71 teachers using the “Attitudes Toward Inclusive Education” questionnaire showed a moderately positive attitude toward inclusive education among teachers, with statistically significant differences between teachers of grades 1 to 3 and 4 to 8. The much more positive attitude among the teachers of lower grades is supported by their richer experience of working with students with special educational needs and their broader competences and qualifications in inclusive education. These results give an important perspective that should be considered when implementing the idea of inclusion in the Polish education system (mainly when preparing teachers for the profession) so as to ensure continuity in supporting the development of all students at every stage of their education – not only in grades 1 to 3.

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How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS)

Cited by 16 publications

References 24 publications

Evidence-based training approach for higher education faculty: brief model of inclusion and training of the disabled

Evidence-based training approach for higher education faculty: brief model of inclusion and training of the disabled

Pre‐service teachers' attitudes towards inclusion in Finland

Attitudes Toward Inclusion Among Polish Primary School Teachers: A Strategic Factor in Implementing Inclusive Education

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