Attitude change regarding inclusive education in preservice teachers

Stenton, Janice and Elkins, John (2004) Attitude change regarding inclusive education in preservice teachers. In: 2nd Annual International Conference on Cognition, Language, and Special Education Research , 3-5 Dec 2004, Gold Coast, Australia.

Abstract

Upon entering the workforce, teachers in both primary and secondary schools are expected to teach students across a wide range of abilities and cultures. To be effective across this broad spectrum of student needs, teachers require an understanding of why they have such diversity in their classrooms and they also need the opportunity to acquire a range of skills in order to effectively adapt the curriculum to the needs of the individuals in their classes. It is likely that when current preservice teachers were themselves students in school, inclusive education was not as frequent a practice as it is in the current educational environment. Inclusive education requires a shift in beliefs and practice for some people. In order to give preservice teachers the opportunity to construct their own understandings and knowledge base regarding inclusive education, most universities in Australia have designed specific preservice courses for this purpose. At Griffith University the compulsory course Teaching to Difference is a core course across one semester for all preservice teachers. In 2003, a pilot study was undertaken to identify attitude change to inclusive education practices in a group of preservice teachers enrolled in this course. A survey was devised for this purpose from a questionnaire constructed by Kis-Glavis, Nikolic, and Igric (1996). The original questionnaire was designed to identify attitude change in teachers regarding the integration of students with intellectual or other developmental disabilities in Croatia. The adapted survey was devised to measure attitude change in preservice teachers while they were enrolled in Teaching to Difference. This paper will present the outcomes from this survey as a measurement of attitude change in preservice teachers and discuss possible implications with regard to appropriate attitude change in preservice teachers.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 14 Dec 2017 05:02
Last Modified: 14 Dec 2017 05:29
Uncontrolled Keywords: preservice teachers; inclusive education
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/7660

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