Reference : What is meant by inclusion: On the effects of different definitions on attitudes towa...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Multidisciplinary, general & others
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/38658

Title :	What is meant by inclusion: On the effects of different definitions on attitudes toward inclusion.
Language :	English
Author, co-author :	Krischler, Mireille [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Powell, Justin J W [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) > Luxembourg Centre for Educational Testing (LUCET) >]
Publication date :	Feb-2019
Journal title :	European Journal of Special Needs Education
Publisher :	Routledge
Volume :	34
Issue/season :	5
Pages :	632-648
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	0885-6257
e-ISSN :	1469-591X
Country :	United Kingdom
Keywords :	[en] Inclusion ; special educational needs ; conceptual analysis ; public attitudes ; teacher attitudes ; Luxembourg
Abstract :	[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.
Target :	Researchers ; Professionals
Permalink :	http://hdl.handle.net/10993/38658
DOI :	10.1080/08856257.2019.1580837
FnR project :	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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