Reference : What is meant by inclusion: On the effects of different definitions on attitudes towa...
Scientific journals : Article
Social & behavioral sciences, psychology : Multidisciplinary, general & others
Educational Sciences
http://hdl.handle.net/10993/38658
What is meant by inclusion: On the effects of different definitions on attitudes toward inclusion.
English
Krischler, Mireille mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Powell, Justin J W 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) > Luxembourg Centre for Educational Testing (LUCET) >]
Feb-2019
European Journal of Special Needs Education
Routledge
Yes (verified by ORBilu)
International
0885-6257
1469-591X
United Kingdom
[en] Inclusion ; special educational needs ; conceptual analysis ; public attitudes ; teacher attitudes ; Luxembourg
[en] 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.
Researchers ; Professionals
http://hdl.handle.net/10993/38658
10.1080/08856257.2019.1580837
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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