Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers

Forlin, Chris; Cedillo, Ismael García; Contreras, Silvia Romero; Fletcher, Todd V.; Hernández, Humberto Javier Rodríguez

doi:10.1080/13603111003778569

Cited by 90 publications

(87 citation statements)

References 9 publications

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“…These results are along the same lines as those observed in other contexts (Forlin & Chambers, 2011;Forlin et al, 2010;Gokdere, 2012;Sharma et al, 2009). …”

Section: Future Professionals' Qualification Towards Iesupporting

confidence: 81%

“…Some studies have noted, based on future education pedagogues' opinion, that successful IE depends on professionals' initial training (Cook, 2002), professional experience and previous contact with disabled people (de Boer et al, 2010;Sharma et al, 2008), on special education training (Forlin et al, 2010;Sharma et al, 2009) or even on teachers' personal background, aptitudes and qualifications (Cook, 2002). However, our students have highlighted that successful IE depends on the presence of support teachers in the classroom and on the specific role played by class tutors.…”

Section: Future Education Professionals' Attitudes Towards Iementioning

confidence: 96%

“…Training in Special Education (Forlin et al, 2010) and in the field of disabilities (Sharma et al, 2008) has also provided an improvement in their attitudes towards people with disabilities. Some studies have detected the training areas which are the cause of future teachers' greatest concerns: assistance to students with low performance, disaffection, anti-social, negative behaviour and, especially, bullying (Kyriacou, Avramidis, Stephens, & Werler, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

“…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%

See 4 more Smart Citations

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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“…These results are along the same lines as those observed in other contexts (Forlin & Chambers, 2011;Forlin et al, 2010;Gokdere, 2012;Sharma et al, 2009). …”

Section: Future Professionals' Qualification Towards Iesupporting

confidence: 81%

Section: Future Education Professionals' Attitudes Towards Iementioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Andrés¹,

López-Torrijo²,

Viana-Orta³

2015

RES

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The Advancement of Inclusive Education for Students with Disabilities

Contreras¹,

Cedillo²,

Fletcher³

2017

The Wiley Handbook of Diversity in Special Education

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English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

Nijakowska

Tsagari²,

Spanoudis

2018

Dyslexia

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This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners. Other interesting tendencies were identified such as between‐country differences concerning sources of prior professional knowledge on EFL and dyslexia as well as preferences for particular modes of training. The paper highlights the demand for professional training on EFL and dyslexia as this was confirmed across the three countries.

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Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers

Cited by 90 publications

References 9 publications

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

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

The Advancement of Inclusive Education for Students with Disabilities

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

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