Preservice teachers' attitudes toward inclusion: Early childhood education and elementary education programs
- 1 January 2003
- journal article
- research article
- Published by Informa UK Limited in Journal of Early Childhood Teacher Education
- Vol. 24 (3), 171-179
- https://doi.org/10.1080/1090102030240306
Abstract
Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.Keywords
This publication has 22 references indexed in Scilit:
- Inclusive Attitudes, Strengths, and Weaknesses of Pre-service General Educators Enrolled in a Curriculum Infusion Teacher Preparation ProgramTeacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 2002
- Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary schoolTeaching and Teacher Education, 2000
- Modifying Attitudes of Prospective Educators Toward Students With Disabilities and Their Integration Into Regular ClassroomsThe Journal of Psychology, 1997
- Assessing the Comfort Zone of Child Care Teachers in Serving Young Children With DisabilitiesJournal of Early Intervention, 1996
- The Challenge of InclusionJournal of Early Intervention, 1995
- Teachers Attitudes Toward Increased MainstreamingJournal of Learning Disabilities, 1995
- Teachers’ Attitudes Towards the Integration of Disabled Children into Regular SchoolsThe Exceptional Child, 1987
- A School-Level Investigation of Predictions of Attitudes About MainstreamingThe Journal of Special Education, 1986
- Modifying Undergraduates' Attitudes Toward the Handicapped By VideotapesThe Journal of Special Education, 1981
- Teacher Attitudes toward Handicapped Children and Regular Class IntegrationThe Journal of Special Education, 1976