Iowa World Language teachers’ attitudes regarding inclusion

Abstract

The Challenge Federal legislation like the Individuals with Disabilities Education Act and position statements on diversity and inclusion by ACTFL support the inclusion of students with disabilities in general education classes, but what do World Language teachers think? What impacts these beliefs? Are World Language teacher attitudes similar to other content areas?

Exploring Attitudinal Dimensions of Inclusive Education: Predictive Factors among Romanian Teachers

“…In other EU post-communist countries that share common characteristics, such as a relatively conservative and monolithic culture, as well as similarities in race and religion [50], the identified research conducted in countries like Slovakia [51], Hungary [52], the Czech Republic [53], and Bulgaria [36] reveals a similar high demand for teacher training. The present study is in line with those of DeVault [38], who showed that teachers willing to train in special education have more positive attitudes towards IE. Also, the teachers who recognize their professional development needs have certain distinctive characteristics: openness to change and flexibility [54], self-reflection [55], and lifelong learning attitudes [56].…”

“…Several factors influencing teachers' inclusive attitudes were considered: age [19], rural or urban work environment [32][33][34][35][36], teaching experience [31], experience with students with disabilities [31], training in inclusive education [37], the perceived need for special education training [38], and having a family member with a disability [30,35,37,39]. Younger teachers exhibited more positive attitudes, as did those in rural settings, with fewer years of teaching experience and prior experience working with students with disabilities.…”