Reference : Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion a...
Scientific journals : Article
Social & behavioral sciences, psychology : Social, industrial & organizational psychology
Educational Sciences
http://hdl.handle.net/10993/35725
Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs
English
Krischler, Mireille mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Pit-Ten Cate, Ineke mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
21-May-2018
International Journal of Inclusive Education
Routledge
Yes (verified by ORBilu)
International
1360-3116
1464-5173
[en] special educational needs ; implicit attitudes ; explicit attitudes ; inclusion ; challenging behaviour ; learning difficulties
[en] The aim of the current study was to investigate attitudes of
Luxemburgish adults toward students with special educational
needs (SEN) and their inclusion into mainstream schools. Positive
attitudes can facilitate inclusion, furthering the acceptance of
students with SEN. Implicit and explicit attitudes may have
differential impact on behaviour toward students with SEN,
however, to date, there is little research combining explicit and
implicit attitudes measurement tools. Participants (N = 161)
completed an evaluative priming task, the Attitudes Toward
Inclusive Education in the Population questionnaire as well as the
German version of the Attitudes toward Inclusive Education Scale.
Results show that participants expressed positive attitudes toward
inclusive education in general. ParticipantÅ› implicit attitudes
toward students with differing types of SEN varied, with neutral
attitudes toward students with learning difficulties and negative
attitudes toward students with challenging behaviour. In addition,
participantÅ› explicit attitudes toward the inclusion of students
with learning difficulties or challenging behaviour in mainstream
classrooms were negative. In sum, although people may support
the general idea of inclusion, when asked about their attitudes
toward students with specific types of SEN, and the inclusion of
these students in mainstream schools, participantÅ› attitudes were
rather negative. The implications of these findings for the
inclusion and acceptance of students with SEN in education and
society are discussed.
Researchers ; Professionals
http://hdl.handle.net/10993/35725
10.1080/13603116.2018.1474954
FnR ; FNR7964914 > Ineke Pit-Ten Cate > INCLUS > Inclusive education: The effect of teacher characteristics and school support on inclusive practice > 01/05/2015 > 30/04/2018 > 2014

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