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See detailSpina Bifida
Pit-Ten Cate, Ineke UL

in Llewellyn, C; Ayers, S; McManus, C (Eds.) et al Cambridge Handbook of Psychology, Health, & Medicine (2019)

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See detailLower plasma insulin levels during overnight closed loop in schoolchildren with type 1 diabetes: potential advantage?
Schierloh, Ulrike; Wilinska, M.; Pit-Ten Cate, Ineke UL et al

in PLoS ONE (2019), 14(3: e0212013), 1-11

Background Studies have shown that overnight closed-loop insulin delivery can improve glucose control and reduce the risk of hypoglycemia and hence may improve metabolic outcomes and reduce burden for ... [more ▼]

Background Studies have shown that overnight closed-loop insulin delivery can improve glucose control and reduce the risk of hypoglycemia and hence may improve metabolic outcomes and reduce burden for children with type 1 diabetes and their families. However, research so far has not reported insulin levels while comparing closed-loop to open-loop insulin delivery in children. Therefore, in this study we obtained glucose levels as well plasma insulin levels in children with type 1 diabetes to evaluate the efficacy of a model - based closed-loop algorithm compared to an open-loop administration. Methods Fifteen children with type 1 diabetes, 6-12 years, participated in this open-label single center study. We used a randomized cross over design in which we compared overnight closed-loop insulin delivery with sensor augmented pump therapy for two nights in both the hospital and at home (i.e., 1 night in-patient stay and at home per treatment condition). Only during the in-patient stay, hourly plasma insulin and blood glucose levels were assessed and are reported in this paper. Results Results of paired sample t-tests revealed that although plasma insulin levels were significantly lower during the closed-loop than in the open-loop (Mean difference 36.51 pmol/l; t(13)=2.13, p=.03, effect size d= 0.57), blood glucose levels did not vary between conditions (mean difference 0.76 mmol/l; t(13)=1.24, p=.12, d=0.37). The administered dose of insulin was significantly lower during the closed-loop compared with the open-loop (mean difference 0.10 UI; t(12)=2.45, p=.02, d=0.68). Conclusions Lower insulin doses were delivered in the closed-loop, resulting in lower plasma insulin levels , whereby glucose levels were not affected negatively. This suggests that the closed-loop administration is better targeted and hence could be more effective. [less ▲]

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See detailPre- and in-service teachers´ attitudes toward students with learning difficulties and challenging behavior.
Krischler, Mireille UL; Pit-Ten Cate, Ineke UL

in Frontiers in Psychology (2019), 10(327), 1-10

The implementation of inclusive policies is largely dependent on teachers´ willingness to accommodate students with special educational needs (SEN) in mainstream classrooms, which is affected by their ... [more ▼]

The implementation of inclusive policies is largely dependent on teachers´ willingness to accommodate students with special educational needs (SEN) in mainstream classrooms, which is affected by their perceived competence and attitudes. This study investigated attitudes of pre- and in-service teachers toward students with two types of SEN: challenging behavior and learning difficulties. The three components of attitude (affective, cognitive, and behavioral) were assessed using indirect and direct measures. Results revealed that teachers held negative implicit attitudes toward challenging behavior and learning difficulties, however implicit attitudes did not vary as a function of the type of SEN. Ratings of the stereotypical dimensions warmth and competence and overall ratings of scholastic achievement were affected by professional status and type of SEN. Professional status, implicit attitudes and stereotypical knowledge together explained 52 and 43% of the variance in teachers´ ratings of academic proficiency for students with challenging behavior and learning difficulties, respectively. Results are interpreted within the theoretical framework and implications for teacher training are discussed. [less ▲]

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See detailWhat is meant by inclusion: On the effects of different definitions on attitudes toward inclusion.
Krischler, Mireille UL; Powell, Justin J W UL; Pit-Ten Cate, Ineke UL

in European Journal of Special Needs Education (2019)

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people’s attitudes about inclusive education. We assign the varying characterisations ... [more ▼]

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people’s attitudes about inclusive education. We assign the varying characterisations of inclusion of specific groups with differing involvement in the education system in Luxembourg, applying the influential systematisation of definitions of inclusion by Göransson and Nilholm (2014). Results of study 1 showed that members of the general population, pre-service and in-service teachers perceive inclusive education in importantly different ways. Although results showed relatively positive attitudes toward inclusive education for the whole sample, attitudes varied by group and in relation to the differential categorisation of definitions. As teachers’ attitudes and the extent to which they feel prepared to implement inclusive practice are crucial for the success of inclusive education, the latter aspect is further investigated in study 2. Results showed that teachers with more in-depth understanding of inclusive education reported more positive attitudes and felt better prepared to implement inclusive practices. Implications for education systems and society are discussed. [less ▲]

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See detailTeachers´ Attitudes toward Students with High- and Low-Educated Parents
Pit-Ten Cate, Ineke UL; Glock, Sabine UL

Scientific Conference (2019, February)

Background In several countries, school tracking is used to group students with similar academic potential to optimize instruction. Teachers often have a more or less deciding vote, which school track ... [more ▼]

Background In several countries, school tracking is used to group students with similar academic potential to optimize instruction. Teachers often have a more or less deciding vote, which school track would suit different students based on academic achievement and potential (Ansalone and Biafora, 2004). Given the differential qualifications associated with completion of the different school tracks, teachers’ abilities to correctly assign students to different tracks will not only affect the students´ educational pathways, but also has a long lasting effect on career opportunities and general wellbeing in future adult life. Research shows that tracking recommendations mainly rely on students’ abilities (e.g., Caro, et al., 2009; Klapproth, et al., 2013; Marks, 2006). However, non-academic related student characteristics such as the socioeconomic status (SES) of the parents and —closely related (Reardon, 2011)—the parental educational level also affect teachers´ tracking decisions, either indirectly via grades or directly via the tracking decision itself (Bauer and Riphahn, 2006; Caro et al., 2009; de Boer, et al., 2010; Ditton, Krüsken, and Schauenberg, 2005; Maaz, et al., 2008; Timmermans, et al., 2015; Wagner, et al., 2009). Indeed, research has provided evidence for such stereotype bias in teachers’ judgments, leading to disadvantages for certain social groups (Peterson, et al., 2016; van den Bergh, et al., 2010). Hence, the aim of our study was the investigation of teachers’ attitudes toward students in relation to the educational level of parents. Method The aim of the current study was to investigate teachers´ implicit and explicit attitudes toward students with differentially educated parents. Implicit attitudes were measured using an implicit association task (IAT). The first name of the student was used as a proxy for the educational level of parents (see Onland & Bloothooft, 2008), whereby we created separate versions for boys and girls. Participating teachers (N=70) were randomly divided in two groups whereby the first group completed the IAT-boys version and the other group the IAT-girls version. Explicit attitudes were measured using a questionnaire (adapted from Glock, et al., 2016). Results: Participants indicated positive implicit attitudes toward students with highly educated parents, independent of the gender of the student. More specifically, an independent t test revealed that the mean IAT-D scores for boys and girls did not differ, t(68)=0.47, p=.64, d=0.12. The IAT-D score for the whole sample (M=0.81, SD=0.61) was significantly different from zero, t(69)=11.14, p<.001, d=1.33, reflecting more positive implicit attitudes toward highly educated parents. Teachers did not express differential explicit beliefs regarding the learning and social behaviors of students based on the educational level of the parents (i.e., subscale scores were significantly lower than the mean of the scale, t(65)=4.26, p<.001, d=0.53), whereas their expectations concerning the motivation and ambitions or educational chances of these students were neutral. Although the three subscales within the explicit attitudes measure were substantially associated (correlations ranging from r = .39 to r =.74), no association between explicit and implicit attitudes measures was found (correlations range from r = -.07 to r = .08). Conclusion: Teachers’ attitudes seem to be an important factor, which can guide teachers´ judgments and behaviors, and could partly explain differences in educational equity for students with similar academic profiles, but differentially educated parents. The positive implicit attitudes in favor of students with highly educated parents imply more favorable judgments for and behavior toward these students and deeper work is required to ensure teachers’ fair treatment of all students. The dissociation between implicit and explicit attitudes may be an indication of the social sensitivity of the relationship between students´ social background and educational achievements and opportunities. [less ▲]

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See detailSmoking, Implicit Attitudes, and Context-Sensitivity: An Overview
Glock, Sabine UL; Pit-Ten Cate, Ineke UL

in Substance Abuse and Addiction: : Breakthroughs in Research and Practice (2019)

This chapter focuses on implicit attitudes toward smoking and provides the first systematic review of research in this domain. Implicit attitudes are suggested to guide automatic behavior, thereby playing ... [more ▼]

This chapter focuses on implicit attitudes toward smoking and provides the first systematic review of research in this domain. Implicit attitudes are suggested to guide automatic behavior, thereby playing a pivotal role for automatic processes inherent in addictive behaviors. This chapter further explores the extent to which implicit attitudes are context-sensitive. More specifically, it reviews studies that have focused on the differential effects of external cues such as warning labels and internal cues (e.g., deprivation). Results of 32 studies show that although smokers generally have more positive implicit attitudes than non-smokers, the valence of implicit attitudes varies as a result of the applied method or stimuli. Studies reveal that implicit attitudes toward smoking partly depend on external cues, especially outcome expectancies. Similarly, internal cues affect implicit attitudes whereby the level of nicotine deprivation seems vital. Implications for intervention and future research are indicated in the discussion. [less ▲]

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See detailL’éducation inclusive du point de vue du personnel de l’enseignement fondamental luxembourgeois
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Rapport Ntional sur l´Éducation au Luxembourg 2018 (2018)

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See detailInklusive Bildung aus der Sicht luxemburgischer Grundschullehrerinnen und -lehrer
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)

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See detailÜbergangsentscheidungen in Luxemburg – Die Passung zwischen Leistungs- und Anforderungsniveau und deren Relation zum späteren Lernerfolg
Hörstermann, Thomas UL; Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL

in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)

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See detailTeacher expectations concerning students with immigrant background or special educational needs
Pit-Ten Cate, Ineke UL; Glock, Sabine UL

in Educational Research and Evaluation (2018)

Male students with immigrant backgrounds are disproportionally referred for special educational support outside regular classrooms or schools, which may reflect differential teachers´ expectations ... [more ▼]

Male students with immigrant backgrounds are disproportionally referred for special educational support outside regular classrooms or schools, which may reflect differential teachers´ expectations concerning the academic achievement of students based on socio-demographic characteristics. Although research has indicated differential teachers´ expectations for students based on immigrant background or special educational needs (SEN), less is known about a possible double vulnerability associated with combined stereotypes. Therefore, in the current study both SEN and immigrant background were systematically varied and teachers were asked to rate the students´ academic achievement. Results show that teachers´ expectations of students with SEN and immigrant background was lower than for students without immigrant background, especially in regards to language proficiency. These results may help to explain the overrepresentation of students with immigrant background in special educational programs. The educational and theoretical implications of these findings are discussed. [less ▲]

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See detailInclusive Practice: The influence of teachers´ attitudes and competence
Pit-Ten Cate, Ineke UL

Presentation (2018, November 21)

Following the global drive toward more equity in educational systems in general, and inclusive education in particular (UN, 2006), research has focused increasingly on the extent to which teachers are or ... [more ▼]

Following the global drive toward more equity in educational systems in general, and inclusive education in particular (UN, 2006), research has focused increasingly on the extent to which teachers are or can be prepared to accommodate students with diverse special educational needs (SEN) in their classrooms. Teachers play a key role in creating inclusive learning environments (Borg, Hunter, Sigurjonsdottir, & D’Alessio, 2011) and for the successful implementation of inclusive practice (Meijer, Soriano, & Watkins, 2003). However, whilst teachers are faced with increasingly heterogeneous classrooms, relatively little is known about teachers´ perceived competence and willingness to accommodate a heterogeneous student population in relation to the characteristics of the school environment and demands of the educational system. In addition, it is important to consider teachers´ attitudes toward students with SEN and related behavioural intentions that may facilitate or hinder inclusion. More specifically, decisions concerning the interaction with and educational instruction of students with SEN may be affected by teachers´ perceived competence as well as by general stereotypes and associated attitudes, as attitudes can elicit positive or negative expectations and judgments, which, in turn, can enhance or limit the inclusion of students with SEN in mainstream schools. The presentation will outline findings of the INCLUS project, funded by the Luxembourgish National research Foundation (FNR), concerning teacher variables associated with the successful implementation of inclusive practice. The project investigated teachers´ attitudes and perceived competence concerning the inclusion of children with special educational needs, and evaluated intervention modules aiming to support teachers in implementing inclusive practice. Findings and their implications will be discussed in terms of theory and their implications for teacher training programs. [less ▲]

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See detailTeacher Attitudes towards Ethnic Minority Students: Effects of Schools´ Cultural Diversity
Glock, Sabine UL; Kovacs, Carrie UL; Pit-Ten Cate, Ineke UL

in British Journal of Educational Psychology (2018), online first

Background: Research exploring mechanisms driving inequalities in school systems, has found that biased teacher judgments contribute to observed disadvantages for ethnic minority students. Teacher ... [more ▼]

Background: Research exploring mechanisms driving inequalities in school systems, has found that biased teacher judgments contribute to observed disadvantages for ethnic minority students. Teacher judgments may be driven by explicit and implicit attitudes. Aims: The current research explored the effect of cultural diversity at schools (actual or imagined) on teachers’ attitudes toward ethnic minority students. Samples: One hundred and-five preservice teachers (90 female) with a mean age 26.20 of years (teaching experience: 57.55 weeks) participated in Study 1. Two hundred and thirty-one teachers (159 female) with a mean age of 41.00 years (teaching experience: 12.92 years) participated Study 2. Method: Cultural diversity was operationalized via a fictive description of a school (Study 1) or via the actual proportion of ethnic minority students at the school (Study 2). An Implicit Association Test assessed implicit attitudes toward ethnic minority students. Explicit attitudes were assessed via questionnaire. Results: Preservice teachers imagining a more culturally diverse school held more negative implicit attitudes toward ethnic minority students than those imagining a less diverse school. In contrast, in-service teachers actually working in more diverse schools held less negative implicit attitudes toward minority students. Preservice teachers associated teaching in culturally diverse schools with increased effort, whereas in-service teachers actually working in culturally diverse schools reported more enthusiasm toward teaching ethnic minority students. Conclusions: This research shows the challenge and the negative stereotypes preservice teachers associate with culturally diverse schools, while inservice teachers’ negative associations may be buffered by the actual experience of working with ethnic minority students. [less ▲]

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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 ▲]

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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 ▲]

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