No full text
Unpublished conference/Abstract (Scientific congresses, symposiums and conference proceedings)
Teachers´ attitudes towards inclusion: Effects of a training module
Pit-Ten Cate, Ineke; Krischler, Mireille
201851. DGPs-Kongress: Psychologie gestalten


Full Text
No document available.

Send to


Keywords :
attitutdes; teacher training; inclusion; special educational needs
Abstract :
[en] 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.
Disciplines :
Education & instruction
Author, co-author :
Pit-Ten Cate, Ineke ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Krischler, Mireille ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE)
External co-authors :
Language :
Title :
Teachers´ attitudes towards inclusion: Effects of a training module
Publication date :
17 September 2018
Event name :
51. DGPs-Kongress: Psychologie gestalten
Event organizer :
Deutsche Gesellschaft für Psychologie
Event place :
Frankfurt, Germany
Event date :
15-20 September 2018
By request :
Audience :
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 17 September 2018


Number of views
122 (4 by Unilu)
Number of downloads
0 (0 by Unilu)


Similar publications

Contact ORBilu