Measuring attitudes towards inclusion among university students pursuing education degrees: descriptive study (Medición de actitudes de estudiantes universitarios de magisterio hacia la inclusión: estudio descriptivo)

Abstract

The formation of inclusive attitudes in university students is essential because of the direct responsibility they have in the classroom. This descriptive study seeks to examine the levels of inclusive attitudes among future teachers towards students with special educational needs (SEN) or disabilities, as well as the relationship between these attitudes and sociodemographic variables. The population studied was comprised of 323 university students pursuing education degrees (located in Valencia, Spain) who were completing their degrees in early childhood education, primary education, other courses or post-graduate programmes and the dual degree in early childhood and primary education. To collect the data, the SACIE-R (Sentiments, Attitudes, and Concerns about Inclusive Education) scale was used (adapted to the Spanish context). The SPSS program (version 22) was used to analyse the data. The results suggest that education students show medium to high levels of inclusive attitudes. Likewise, females showed a higher level of inclusive attitudes than males, and contact with people such as classmates, family members or friends implied a higher level in the attitudes factor.

Understanding University Students during COVID-19: A Longitudinal Mixed-Methods Analysis of Their Experiences of Online Learning, Mental Health, Academic Engagement, and Academic Self-Efficacy

“…Studies have illustrated that lower ASE is associated with poorer engagement and poorer academic performance when studying face to face [31] and online [32, 33]. Mental health has been shown to negatively impact on ASE, with individuals experiencing higher levels of stress and poorer social support having lower of levels of ASE [34, 35]. Given that those students who believe that they are not capable of completing certain academic tasks appear to have poorer academic outcomes, understanding the complete experience of students, and factors such as mental health that might hinder the development of their ASE is important.…”

Actitudes hacia la educación inclusiva en docentes y futuros docentes: una revisión de la literatura de tres instrumentos

“…Entre las características de los docentes que presentaron asociación significativa con alguna de las dimensiones de la escala o el instrumento en general, destacan una mayor actitud hacia la inclusión entre profesores varones de zonas rurales (Agavelyan et al, 2020) y futuros maestros en la etapa preescolar (Tuncay y Kizilaslan, 2022); sentimientos más positivos entre docentes varones de educación secundaria; y mayores preocupaciones entre formadores de educación secundaria (Diaz-Asto et al, 2022). Entre las variables o factores que influyen significativamente en las actitudes hacia la inclusión educativa de la docencia, sobresalen la autoeficacia (Özokcu, 2018;Savolainen et al, 2020), la empatía y el dominio social (Navarro-Mateu et al, 2019); mientras que, para el caso de los futuros docentes, el contacto con personas con necesidades educativas especiales o su entorno (Navarro-Mateu et al, 2020b), la experiencia, la confianza en la enseñanza y la formación previa (Opoku et al, 2021).…”

Mental illness stigma and attitudes among university students: descriptive study

“…Es necesario detectar y evaluar el estigma para posteriormente poder establecer estrategias educativas acordes a las necesidades (Sastre-Rus, 2019). También es importante tener en cuenta que la imagen que se tiene, o adquiere, en el periodo universitario tiene una importante proyección en el desarrollo social y profesional de las personas (Navarro-Mateu, Franco-Ochoa & Prado-Gascó, 2020;Orcasita et al, 2020).…”