Creating a positive perception toward inclusive education with future-oriented thinking

Abstract

Objective The purpose of this study was to examine the ways that encouraged people to develop positive attitudes and perceptions toward inclusive education. The Japanese special needs education system for students with disabilities has been shifting from a segregated model to a more inclusive form which is the major challenge facing educational systems around the world. While support for inclusive practices has grown rapidly in Japan, their implementation requires more attention. Considering these situations, in the current study, we experimentally manipulated future-oriented thinking and examined whether positive perceptions about inclusive education was enhanced if people acknowledged and realized that an inclusive society may improve the long-term welfare of not only people with disabilities but also people without disabilities or functional limitations. Results Our results partially confirmed that future-oriented thinking encouraged positive perceptions of inclusive education. It increased only when participants thought about the future employment of people with/without disabilities. No significant effects were found for the present orientation or control conditions.

Perspectiva del docente en la educación inclusiva

“…Existen aspectos que se deben tener en cuenta al considerar en la educación inclusiva, minimizar o erradicar la exclusión en el aprendizaje entre los niños con NEE o dificultad de aprendizaje, por tanto, la gestión que se lleva a cabo en la educación incluye que la actitud de los docentes influya en el progreso continuo del desarrollo académico del estudiante en torno a su escuela, brindando una formación de calidad (Pérez et al, 2021;Rivera y Calderero, 2021). Las actitudes de las personas hacia el aprendizaje no incluyen la dificultad de la experiencia, se plantea que la visión del futuro puede hacer que las personas comprendan los beneficios de la educación inclusiva (Maeda et al, 2021).…”

From Social Exclusion to Respect for the Human Rights of Persons With Disabilities

“…The academic training of people with disabilities is included in the benefits derived from special education (Maeda, Hashimoto & Sato, 2021. Balakrishnan, et al, 2019.…”

Future-oriented thinking promotes positive attitudes toward the “Help Mark” in Japan

“…Such benefits of future-oriented thinking were confirmed by Vonasch and Sjåstad ( 9 ), who suggested that manipulating future orientation may lead people to focus on benefits that are based on a longer-term perspective, rather than on short-term benefits. Maeda et al ( 10 ) also demonstrated that thinking about the future employment of people with/without disabilities has encouraged positive attitudes toward inclusive education, which is a major challenge for educational systems worldwide. Such future-oriented thinking is useful for social welfare, because the evaluation of the tradeoff between the benefits and costs of social welfare can depend on how people perceive the time axis; the frame of “for whom does the Help Mark exist” differs depending on whether one is taking a short- or long-term perspective.…”