Article (Scientific journals)
Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs
Krischler, Mireille; Pit-Ten Cate, Ineke
2020In International Journal of Inclusive Education, 24, p. 597-615
Peer Reviewed verified by ORBi
 

Files


Full Text
Inclusive education in Luxembourg implicit and explicit attitudes toward inclusion and students with special educational needs.pdf
Publisher postprint (1.71 MB)
Request a copy

All documents in ORBilu are protected by a user license.

Send to



Details



Keywords :
special educational needs; implicit attitudes; explicit attitudes; inclusion; challenging behaviour; learning difficulties
Abstract :
[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. Participantś 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, participantś 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, participantś attitudes were rather negative. The implications of these findings for the inclusion and acceptance of students with SEN in education and society are discussed.
Disciplines :
Social, industrial & organizational psychology
Author, co-author :
Krischler, Mireille ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Pit-Ten Cate, Ineke ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
External co-authors :
no
Language :
English
Title :
Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs
Publication date :
2020
Journal title :
International Journal of Inclusive Education
ISSN :
1464-5173
Publisher :
Routledge
Volume :
24
Pages :
597-615
Peer reviewed :
Peer Reviewed verified by ORBi
Focus Area :
Educational Sciences
FnR Project :
FNR7964914 - Inclusive Education: The Effect Of Teacher Characteristics And School Support On Inclusive Practice, 2014 (01/05/2015-30/04/2018) - Ineke Pit-ten Cate
Available on ORBilu :
since 22 May 2018

Statistics


Number of views
247 (21 by Unilu)
Number of downloads
13 (3 by Unilu)

Scopus citations®
 
13
Scopus citations®
without self-citations
12
OpenCitations
 
9
WoS citations
 
8

Bibliography


Similar publications



Contact ORBilu