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Attitudes of preschool and primary school pre-service teachers towards inclusive education.

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Title: Attitudes of preschool and primary school pre-service teachers towards inclusive education.
Authors: Kraska, Jake1 (AUTHOR), Boyle, Christopher2 (AUTHOR) chris.boyle@une.edu.au
Source: Asia-Pacific Journal of Teacher Education. Jul2014, Vol. 42 Issue 3, p228-246. 19p.
Subject Terms: *Preschools, *Inclusive education, *Teachers, *Education, *Mainstreaming in special education
Abstract: Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Attitudes of preschool and primary school pre-service teachers towards inclusive education.
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  Data: <searchLink fieldCode="AR" term="%22Kraska%2C+Jake%22">Kraska, Jake</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boyle%2C+Christopher%22">Boyle, Christopher</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> chris.boyle@une.edu.au</i>
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  Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Journal+of+Teacher+Education%22">Asia-Pacific Journal of Teacher Education</searchLink>. Jul2014, Vol. 42 Issue 3, p228-246. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink>
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  Data: Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1359866X.2014.926307
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        Text: English
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      – SubjectFull: Preschools
        Type: general
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              Text: Jul2014
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