Pre-service teachers’ attitudes towards children with disabilities

Tindall, Daniel W.; MacDonald, W. R.; Carroll, Edith; Moody, Brigitte

doi:10.1177/1356336x14556861

Cited by 32 publications

(24 citation statements)

References 34 publications

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“…Attitudes are influenced by a number of factors -physical, intellectual, social and emotional -and the experiences of the individual or the group. Positive attitudes can lead to decisions such as social and psychological acceptance of the person who has a disability (Tervo, Azuma, Palmer, & Redinius, 2002;Werner, Peretz, & Roth, 2015), improving programmes for people who have a disability -educational (Tindall, MacDonald, Carroll, & Moody, 2015); social (Kam & Wong, 2008;Keith, Bennetto, & Rogge, 2015); medical (Boyle et al, 2010;Ryan & Scior, 2014); and occupational (Tsang, Chan, & Chan, 2004;Uysal, Albayrak, Koçulu, Kan, & Aydin, 2014). By contrast, negative attitudes can lead to decisions such as rejection (Daruwalla & Darcy, 2005;Boer & Munde, 2014;Hassanein, 2015), segregation (Keller & Siegrist, 2010;Keith et al, 2015), and degradation (Panek & Jungers, 2008).…”

Section: Introductionmentioning

confidence: 95%

“…Culture refers to the joint collection of characteristics that is passed between generations and which distinguishes one society from another (Dickson, Aditya, , & Chhokar, 2000;Tindall et al, 2015). Several researchers have tried to determine the influences cultures exert on attitudes (similarities and differences) by assessing their effect(s) on individuals' behaviour (Kagawa-Singer, 2004;El-Keshky & Emam, 2015;Fatimilehin & Nadirshaw, 1994;Florian, 1982;Gaad, 2004;Scior, Kan, McLoughlin, & Sheridan, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Attitudes towards people with intellectual disability in the UK and Libya: A cross-cultural comparison

Benomir

Nicolson

Beail

2016

Research in Developmental Disabilities

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Article available under the terms of the CC-BY-NC-ND licence (https://creativecommons.org/licenses/by-nc-nd/4.0/) eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. ATTITUDES TOWARDS PEOPLE WITH INTELLECTUAL DISABILITY Attitudes towards People with Intellectual Disability in the UK What this paper adds:This is the first study:to assess quantitatively attitudes to people with ID in Libya; ATTITUDES TOWARDS PEOPLE WITH INTELLECTUAL DISABILITY(ii) to assess the attitudes of two sectors -staff working with people with ID, and University students;(iii) to compare attitudes to people with ID in Libya and in the UK, and the study therefore extends the considerable corpus previously established using the CLAS-MR.(iv) The paper provides baseline information that allows future researchers who collect data on attitudes to people with ID to evaluate the changes occurring as a consequence of interventions or events.

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Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Attitudes towards people with intellectual disability in the UK and Libya: A cross-cultural comparison

Benomir

Nicolson

Beail

2016

Research in Developmental Disabilities

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“…Reflection was used in combination with scenario responses and peer observations to capture attitudinal changes. Tindall et al (2015) also incorporated reflection into their study as a final practicum measure. However, this was in combination with written accounts of pre-practicum expectations and weekly blogs.…”

Section: Measurements To Examine Attitudes Of Pre-service Pe Teachersmentioning

confidence: 99%

“…• Evaluating the impact of pre-service PE teacher's practicum experiences (Lieberman & Wilson, 2005;Rust & Sinelnikov, 2010;Tindall, MacDonald, Carroll & Moody, 2015).…”

Section: Outline Of the Studiesmentioning

confidence: 99%

“…In this review, the authors identified that the impact of teachers' attitudes on the successful inclusion of SWD in PE is a dominant area of research in recent literature (Di Nardo, Kudláček, Tafuri & Sklenaříková, 2014;Hodge & Elliot, 2013;Mangope, Mannathoko & Kuyini, 2013;Pedersen, Cooley & Hernandez, 2014;Tindall, MacDonald, Carroll & Moody, 2015). Intentions are influenced by a person's attitude toward their behaviour which Ajzen (1991) recognises through the Theory of Planned Behaviour (ToPB).…”

Section: Introductionmentioning

confidence: 99%

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A review of the literature on inclusive pedagogy in physical education 2005-2015

McNeil¹,

Lante²,

Pill³

2017

LCJ

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Inclusive Education (IE) has been an important aspect of the Australian education system for several decades (Armstrong, Armstrong & Barton, 2009). Students with disabilities (SWD) have a right to IE (Disability and Discrimination Act [DDA], 1992) and their development requires support, facilitation and the skill set from teachers to provide meaningful participation across all areas of the curriculum. However, there is limited information in Australia on how pre-service Physical Education (PE) teachers feel about their own ability to deliver inclusive pedagogy to SWD. This paper uses a thematic approach derived from Wallhead and O'Sullivan (2005) to examine 22 peer-reviewed journal articles. The aim was to determine themes which can contribute to understanding the attitudes of pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy for SWD. Four themes and their implications emerged from the literature, these included; (a) measurements to examine attitudes of pre-service PE teachers, (b) exploring pre-service PE teacher's self-efficacy; (c) the effects of pre-service PE teachers' practicum experiences; and (d) investigating the hands-on opportunities in Physical Education Teacher Education (PETE) programs.This review highlights inclusive pedagogy is inconsistently practiced at a pre-service level thereby affecting how pre-service PE teachers think when working with SWD. Subsequently, inconsistent practice requires PETE programs to review how inclusive pedagogy is incorporated into student learning outcomes for pre-service PE teachers to develop knowledge and practice for inclusion and, if it adequately prepares them to teach SWD.Research (Hodge & Elliot, 2013;Mangope, Mannathoko & Kuyini, 2013;Pedersen, Cooley & Hernandez, 2014) indicates inclusive pedagogy requires ongoing development at a pre-service level in order to increase the self-efficacy of pre-service teachers to provide meaningful opportunities for SWD in PE. From this review, the authors have identified there is a need to explore Australian pre-service PE teachers and their self-efficacy to design and enact inclusive pedagogy. Subsequently, further study needs to explore inclusive pedagogy in PE on a state-wide basis and how it can become embedded throughout an entire PETE program.

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