| Reference : Attitudes toward students with special educational needs and inclusive education: Stu... |
| Dissertations and theses : Doctoral thesis | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/41048 | |||
| Attitudes toward students with special educational needs and inclusive education: Studies in the Luxembourgish general and educational context | |
| English | |
Krischler, Mireille  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| 26-Oct-2018 | |
| University of Luxembourg, Luxembourg | |
| Docteur en Psychologie | |
| Pit-Ten Cate, Ineke | |
| Powell, Justin J W | |
| Baudson, Tanja Gabriele | |
| Glock, Sabine | |
| Grosche, Michael | |
| [en] inclusive education ; attitudes ; stereotypes ; teachers ; general population ; Luxembourg | |
| [en] More and more countries are moving toward adopting inclusive school systems. In this context, research has clearly indicated that in order to ensure the successful implementation of this concept, it is crucial for all people involved in the process of restructuring to have positive attitudes. However, even if many studies on different actors´ attitudes toward inclusive education have already been published, the stance of people in Luxembourg on this topic remains unclear. This dissertation uses the Bioecological Model of Inclusive Education to provide an overview of the environmental factors that play key roles in the implementation of inclusive education, such as the decisions made on a governmental level and the attitudes of the Luxemburgish general population as well as those of pre- and in-service teachers. The materials used in the current studies are based on the Three Component Model of attitudes to investigate attitudes toward the general idea of an inclusive school system and (the inclusion of) students with learning difficulties and challenging behavior. To avoid issues with social desirability, implicit measurement tools were additionally used in the first three studies. An analysis of the recent changes in the Luxemburgish educational system revealed that a range of barriers still persist. In this regard, results have shown that the idea of an inclusive school system is embraced by the Luxemburgish general population. By contrast, attitudes toward (the inclusion of) students with special educational needs tend to be negative. Pre- and in-service teachers’ ratings of student achievement of students with learning difficulties and challenging behavior (in Study 2) were below average and influenced by stereotypical beliefs. However, teachers with experience in inclusive classrooms gave the highest ratings of both groups of students. These findings raised the question of whether, in addition to experience, the definition of inclusive education plays a role in the development of positive attitudes. The results of Study 4 indeed revealed associations between definitions and attitudes, whereby people who emphasized that inclusive education is about valuing the needs of all students held the most positive attitudes. Notably, the individual readiness of teachers to implement inclusive education was also related to the definition. Implications of the findings for the educational system and the society as well as for (attitude) research in the field of inclusive education are outlined, and directions for future research are given. | |
| Researchers ; Professionals | |
| http://hdl.handle.net/10993/41048 | |
| 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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