Pre-Service Teachers’ Attitudes Toward Inclusive Education

Abstract

Implementing inclusive education requires not only facilities and physical support but also human resources, in this case pre-service teachers. Pre-service teachers, who come from different educational backgrounds, are one of the most important components in implementing inclusive education due to their interactions with special needs children. This study aims to compare the attitudes of pre-service teachers toward inclusive education based on experiences of direct interaction, training, and teaching special needs children. Participants are college students in Jakarta majoring in Teacher Training, early childhood education, and special education. The attitudes of pre-service teachers toward inclusive education are measured by the Multidimensional Attitudes toward Inclusive Education instrument. The results of the independent-sample t-test indicated that there are significant mean score differences between the two groups-Early Childhood Education majors (M = 76.84, SD = 10.155) and Special Education majors (M = 86.26, SD = 9.275) with significance p <.005. Subsequent regression analysis demonstrated that training experience and experience teaching special needs children contributed differentially to pre-service teachers' attitudes toward inclusive education.

Pre‐service teachers' attitudes and the factors influencing their formation regarding inclusive education in Kosovo

“…According to other research, study programme is another variable that can influence pre‐service teachers' attitudes towards inclusion (e.g. AlMahdi & Bukamal, 2019; Muwana & Ostrosky, 2014; Qandhi & Kurniawati, 2019; Subban & Mahlo, 2017). For example, Woodcock's (2011) study found that pre‐service teachers from the primary programme had more positive attitudes than their counterparts from the pre‐school programme.…”

“…According to Ismailos et al (2019), one of the main goals of teacher training programmes today is to prepare trainees for classroom diversity, so it is important that these programmes prepare pre‐service teachers in theoretical, pedagogical and practical terms, influencing the formation of beliefs and then actions. Based on research, authentic practices and situations in shared settings with students with disabilities are considered to be one of the most influential factors shaping pre‐service teachers' attitudes (Avramidis & Norwich, 2002; Beacham & Rouse, 2012; Forlin et al, 2010; Qandhi & Kurniawati, 2019). Muwana and Ostrosky (2014) suggested that the 90% of pre‐service teachers who had contact with people with special needs had significantly more positive attitudes than those who had no contact, and this contact may be the reason why their attitudes were positive.…”

“…Qandhi and Kurniawati (2019) reported that the respondents' experiences with a student with special needs ‘did not significantly affect’ (p. 598) their attitudes, due to the quality of the interaction between them. Moreover, they added that ‘the biggest change of attitude occurs in pre‐service teachers who do not have prior teaching experience with children with special needs’ (Qandhi & Kurniawati, 2019, p. 599).…”

“…Qandhi and Kurniawati (2019) reported that the respondents' experiences with a student with special needs ‘did not significantly affect’ (p. 598) their attitudes, due to the quality of the interaction between them. Moreover, they added that ‘the biggest change of attitude occurs in pre‐service teachers who do not have prior teaching experience with children with special needs’ (Qandhi & Kurniawati, 2019, p. 599). Research has affirmed that during practice, pre‐service teachers become aware of the difficulties of working with students with special needs, of work overload and of the lack of human and physical support (Varcoe & Boyle, 2014).…”

Supporting children with special educational needs as a socio-pedagogical problem

“…The findings of some recent studies show that in the context of inclusion, physical problems such as class sizes and materials are experienced in schools and teacher attitudes depend on teachers' experiences and professional competencies (Moberg et al, 2020;Nadia, 2012;Qandhi & Kurniawati, 2019).…”