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See detailTeachers´ attitudes towards inclusion: Effects of a training module
Pit-Ten Cate, Ineke UL; Krischler, Mireille Gilberte Pauline UL

Scientific Conference (2018, September 17)

The success of implementing inclusive practice depends on teachers´ competence as well as their attitudes. Attitudes are defined as psychological tendencies expressed by evaluating a particular entity ... [more ▼]

The success of implementing inclusive practice depends on teachers´ competence as well as their attitudes. Attitudes are defined as psychological tendencies expressed by evaluating a particular entity with some degree of favor or disfavor. Research has provided mixed results concerning teachers´ attitudes toward students with SEN and inclusive practice, whereby teachers generally have more positive attitudes toward the inclusion of students with mild SEN than toward students with complex needs. Training, especially modules focusing on the cognitive processes underlying judgment, can facilitate positive change in attitudes toward inclusion of students with SEN. In a pre–post-test design, data were collected for a sample of 33 experienced primary school teachers attending a course (2x4hr) on inclusion with a focus on the role of attitudes in decision-making and behavior. We assessed general attitudes toward the inclusion of students with SEN as well as teachers´ emotional reactions, stereotypes and behavioural intentions. Results of a repeated measures ANOVA, with time (pre vs. post) and general attitude toward inclusion (4 subscales) as within group factors only showed a main effect for attitudes, reflecting variations between the subscale scores. The training course did not result in changes in general attitudes. Further analyses revealed a positive pre-post course change in teachers´ emotional reactions concerning the inclusion of a student with SEN in their class. Teachers´ stereotype ratings indicated they perceived students with learning difficulties as less competent but warm, whereas students with challenging behavior were perceived as relatively competent but average in warmth. Finally, teachers´ behavioral intentions shifted from focusing on finding solutions within the classroom to more cooperation with colleagues, parents and experts to provide the best support for the student with SEN. In sum, the training course impacted both the affective and conative components of attitudes, whereas general attitudes toward inclusion remained unchanged. [less ▲]

Detailed reference viewed: 28 (2 UL)
Peer Reviewed
See detailChanges in preservice teachers´ attitudes toward inclusion: the role of competence
Pit-Ten Cate, Ineke UL; Krischler, Mireille Gilberte Pauline UL

Scientific Conference (2018, September 13)

Following policies to promote a more equitable and inclusive educational system, the question arises how to prepare teachers to accommodate an increasingly heterogeneous student population. As teachers´ ... [more ▼]

Following policies to promote a more equitable and inclusive educational system, the question arises how to prepare teachers to accommodate an increasingly heterogeneous student population. As teachers´ competence concerning inclusion is grounded in their training (e.g. Baker-Ericzen et al. 2009), courses focussing on inclusion as an educational practice could reduce uncertainties (e.g. Carroll et al. 2003). However, inclusion not only depends on teachers´ competence but also on their attitudes. Teachers’ attitudes may be pivotal for the success of inclusive education as they can elicit differential expectations and behaviors, which can enhance or limit the successful inclusion of students with special educational needs (SEN). Avramidis and Norwich (2002) stressed the importance of training in the formation of positive attitudes toward the integration of students with SEN. Although several studies have reported positive changes in attitudes following a course on inclusive education (e.g. Shade & Stewart, 2001), the relationship between competence and attitudes is less clear. Therefore, this study aimed to evaluate the effect of a course on inclusive pedagogy on competence and attitudes and the association between these constructs. Data were collected for 69 preservice teachers enrolled in a course on inclusive pedagogy. Attitudes toward the inclusion of students with SEN were assessed before and after the course, using the German version of The Opinions Relative to Integration of Students with Disabilities questionnaire (ORI; Benoit & Bless, 2014). In addition, at the end of the course students indicated to what extend the course had helped them to gain knowledge, skills and strategies concerning teaching a heterogeneous student population. Results of a repeated measures 2×4 ANOVA, with time (pre vs. post) and attitude towards inclusion (ORI subscales) as within group factors showed a main effect for attitudes, reflecting variations between the subscale scores. A significant time × attitudes interaction effect indicated positive attitude changes over time, but only in the domain of educational and social progression of students with SEN. Results of a regression analysis indicated that, after controlling for pre-course attitude ratings, perceived competence predicted attitude ratings at the end of the course. This study shows that teacher training can positively affect both teachers´ competence and attitudes concerning inclusive education, whereby perceived competence contributed to positive attitude change. [less ▲]

Detailed reference viewed: 13 (2 UL)