Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College

Abstract

This study explored pre-service teachers’ attitudes toward inclusive education. The Sentiments, Attitudes, and Concerns about Inclusive Education–Revised (SACIE-R) scale was completed by 138 teacher candidates in a teacher preparation program in Bahrain Teachers College. The findings revealed that candidate teachers needed more opportunities to interact with and teach children with disabilities during their school practicum; they also needed more preparation and knowledge about the educational policies related to these children. Not all the candidate teachers felt confident in their knowledge and skills when dealing with these children. The sentiments of the candidate teachers were generally positive and compassionate to children with disabilities. The attitudes of the candidate teachers were generally positive as well, but there were some apprehensions in regard to including children who show aggressive behavior toward others or those who require communicative technologies in regular classes. The participants had many concerns related to certain aspects of including students with disabilities in the regular classrooms. The findings indicated that there is no significant difference among the study sample in terms of their attitudes, concerns, or sentiments toward inclusion according to the academic year variable (orientation, Year 1, Year 2, Year 3, and Year 4) and the specialization variable (no specialization, Cycle 1). There was also a significant negative relationship between level of confidence in teaching students with disabilities and the sentiment aspect, and also with the concerns. There was a significant negative relationship between knowledge of the local policy that relates to children with disabilities and the sentiment aspect.

Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study

“…Other studies have also criticised the knowledge base of teachers at various levels. For instance, a report by AlMahdi and Bukamal (2019) showed that 17.4% of the candidate teachers from the Bay District in the Philippines had poor knowledge about an inclusive policy, while others demonstrated a moderate understanding of the concept. Earlier studies (Pottas, 2005; C. R. Dapudong, 2014;Wanjiru, 2017) have also reported that many potential teachers exhibit partial knowledge of inclusive education as an educational philosophy that can conveniently accommodate all learners, irrespective of their diverse learning needs or location.…”

Öğretmenleri̇n Kaynaştirma Öğrenci̇leri̇ne İli̇şki̇n Görüşleri̇ni̇n Metaforlar Araciliğiyla İncelenmesi̇

“…In the light of the arguments in the literature, it is possible to say that teachers' beliefs and attitudes play a crucial role in the implementation and success of inclusive education. There are many studies (AlMahdi & Bukamal, 2019;Alnahdi, Saloviita, & Elhadi, 2019;Altun & Filiz, 2020;Anılan & Kayacan, 2015;Deniz & Çoban, 2019;Güleryüz & Özdemir, 2015;Katıtaş & Coşkun, 2020;Kurt & Tomul, 2020 ;Magumise & Sefotho, 2020;Moberg, Muta, Korenaga, Kuorelahti, & Savolainen, 2020;Özcan, 2020;Page, Boyle, McKay, & Mavropoulou, 2019;Saloviita, 2020;Sheehy, Budiyanto, Kaye, & Rofiah, 2019;Vanderpuye, Obosu, & Nishimuko, 2020;Woodcock & Woolfson, 2019;You, Kim, & Shin, 2019) in the literature that investigated teachers' attitudes, beliefs and competencies towards inclusive education. However, it was seen that there was a scant of studies (Kök, Balcı, & Bilgiz, 2017;Krischler & Pit-ten Cate, 2019) with the teachers who were actively provide inclusive education, that is having at least one special needs student in their class.…”

Sentimientos, actitudes y preocupaciones hacia la inclusión en docentes de Lima Metropolitana

“…Los sentimientos que expresan los docentes hacia los estudiantes que presentan alguna discapacidad suelen encontrarse orientadas hacia la compasión, especialmente entre los que se encuentran en etapa de formación [11]. En docentes de etapa preescolar también se han encontrado valores positivos para esta dimensión, sin embargo, no suelen ser suficientes para determinar una actitud firme hacia la implementación de políticas inclusivas cuando va acompañada de preocupaciones, las Diaz, Rivera & Vega.…”

“…Las actitudes en los docentes suelen ser positivas hacia la inclusión, sin embargo, se han reportado actitudes de aprensión cuando se trata de niños que se comportan de manera agresiva en el aula o requieren de tecnologías comunicativas en las clases regulares [11]. Esta actitud no varía necesariamente como resultado de la experiencia que tenga el docente atendiendo casos de niños con necesidades educativas especiales, especialmente cuando se trata de docentes que no han recibido una capacitación previa en educación inclusiva.…”