Measuring attitudes toward inclusive education

Wilczenski, Felicia L.

doi:10.1002/1520-6807(199210)29:4<306::aid-pits2310290403>3.0.co;2-1

Cited by 100 publications

(79 citation statements)

References 2 publications

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“…Typical measures of attitudinal outcomes considered in the studies were self-assessments of attitudes toward ethnic groups (e.g., Europeans, Mexican-American, African-American; Tran, Young, & Di Lella, 1994), gender, social class, sexual orientation, language, ability and other differences (e.g., the Beliefs About Diversity scale; Middleton, 2002), or intercultural issues ( (Klak & Martin, 2003). Another example of an attitudinal measure that has been used in the past (e.g., Stella, Forlin, & Lan, 2007) includes the ATIES (Wilczenski, 1992). This measure assesses participants' attitudes toward including students in mainstream schools who have social, physical, academic, and behavioral learning needs.…”

Section: Diversity Training Outcomesmentioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

242

214

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We review and critically examine 178 articles whose authors have investigated numerous aspects of diversity training programs on campuses and in the workplace. We first examine the characteristics of the research, including sample, study method, and theoretical framework. Consistent with the training framework of Baldwin and Ford (1988) and Blume and colleagues (2010), we then organize the articles by the context of training, training design, trainees' characteristics, and training outputs. Although we found a myriad of different forms, shapes, and combinations of diversity training in terms of its design elements, some programs (e.g., integrated training) were relatively rare, yet authors viewed them more positively than other programs (e.g., stand-alone training). We discuss gaps in the literature and provide suggestions for future research on diversity training.

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Section: Diversity Training Outcomesmentioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

242

214

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“…The first section of the questionnaire includes the "Attitudes toward Inclusive Education Scale" [65,66] and the subscale "Perceived Self-Efficacy" of the questionnaire "Self-efficacy, Perceived School Collectiveefficacy, Job Satisfaction" [15].…”

Section: Instrumentsmentioning

confidence: 99%

“…Scale" [65,66] The scale includes 16 questions, deigned to measure different aspects of inclusion, assessing four factors of inclusive education: (i) physical integration (the mainstreaming of students with physical disabilities), (ii) academic integration (having students with disabilities take part in a regular class curriculum), (iii) behavioural integration (the identification of appropriate range of behaviour) and (iv) social integration (students with and without disabilities interacting with each other as peers). This questionnaire constitutes a reliable instrument to measure teachers' attitude towards the inclusion of special educational needs students in the regular classrooms (Cronbach's a =.…”

Section: "Attitudes Toward Inclusive Educationmentioning

confidence: 99%

Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Tsakiridou¹,

Polyzopoulou²

2014

EDUCATION

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The aim of this study is to examine the teachers' attitudes toward the inclusion of students with special educational needs, in public schools and how these attitudes are influenced by their self-efficacy perceptions. The sample is comprised of 416 preschool, primary and secondary education teachers. The results show that, in general, teachers develop positive attitude toward the inclusive education. Higher self-efficacy was associated rather with their capacity to come up against negative experiences at school, than with their attitude toward disabled learners in the classroom and their ability to meet successfully the special educational needs students. The results are consistent with similar studies and reveal the need of establishing collaborative support networks in school districts and the development of teacher education programs, in order to achieve the enrichment of their knowledge and skills to address diverse needs appropriately.

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“…Entre los medios más utilizados en las investigaciones sobre actitudes encontramos tres grupos de instrumentos: a) Cuestionarios que miden el componente cognitivo de las actitudes: TASI: Teachers' Attitude Scale on Inclusion (Green y Stoneman, 1989); ATIS: Attitude toward Inclusive Education Scale (Wilczensky, 1992); ORI: Opinions Relative to Integration of Studens with Disabilities (Antonack y Larrive, 1995), versión actualizada y revisada de la escala ORM: Opinions Relative to Mainstreaming (Larrive y Cook, 1974); MAS: Mainstream Attitude Survey (Bender, Vail, y Scott, 1995); MTAI: My Thinking about Inclusion' Questionnaire (Stoiber, Gettinger, y Goetz, 1998); PES: Principals' Expectations Scales, cuestionario basado en Plannet Behaviour Theory; así como diferentes formatos de entrevista (Freire y César, 2003).…”

Section: Attitudes Of Students Of the Faculty Of Education And The Maunclassified