Improving Pre-Service Teachers’ Attitudes towards Individuals with Mental Illness through an Introduction to Special Education Course

Abstract

Mental illness in children and adults continues to be a controversial and misunderstood topic. Previous research has examined different populations' attitudes toward mental illness, and efforts to change community attitudes toward individuals with mental illness have included contact with the mentally ill and education programs. However, little research has examined teachers' attitudes toward the mentally ill, nor programs for positively impacting those beliefs. The purpose of the present study was to first assess preservice teachers' beliefs toward individuals with mental illness and to determine if the completion of an undergraduate Introduction to Special Education course could positively impact their attitudes toward individuals with mental illness. Participants included students attending three different institutions of higher education who were divided into three groups: general education majors, special education majors, and education minors. Results indicated that significant differences were obtained for all institutions and groups among their pre-test and post-test scores on the Community Attitudes Toward the Mentally Ill scale (CAMI). Implications for practice and future research are presented.

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“…Relevant and scientific proven knowledge, practical intervention sessions, direct contact with people with special needs tend to improve perceptions and attitudes, diminish misinformation and prejudice, discrimination and stigma. This finding sustains the importance of initial formal training in improving attitudes and behaviors towards special groups (Maag et al, 2014;Predescu et al, 2017).…”

Combating substance misuse: competences and preparation of special education department students

“…This perception is considered as one of the main constraints to the introduction of prevention programmes against SM within schools for SWDs. The study participants were future teachers, and many studies have indicated the importance of teachers’ perceptions in improving services [ 25 ]. Graham, Phelps, Maddison, and Fitzgerald [ 26 ] reported that teachers’ perceptions played a key role in the significance they placed on schools enhancing students’ mental health.…”