Literaturnachweis - Detailanzeige
| Autor/inn/en | Schwab, Susanne; Gebhardt, Markus; Ederer-Fick, Elfriede M.; Gasteiger Klicpera, Barbara |
|---|---|
| Titel | An Examination of Public Opinion in Austria Towards Inclusion. Development of the "Attitudes Towards Inclusion Scale"--ATIS |
| Quelle | In: European Journal of Special Needs Education, 27 (2012) 3, S.355-371 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0885-6257 |
| DOI | 10.1080/08856257.2012.691231 |
| Schlagwörter | Inclusion; School Desegregation; Negative Attitudes; Familiarity; Disabilities; Measures (Individuals); Foreign Countries; Attitude Measures; Social Attitudes; Item Analysis; Attitudes toward Disabilities; Accessibility (for Disabled); Behavior Rating Scales; Public Opinion; Replication (Evaluation); Special Needs Students; Questionnaires; Mail Surveys; Predictor Variables; Austria |
| Abstract | The "Attitudes Towards Integration Scale" (ATIS) assesses the attitude of the general public towards the school integration of children with disabilities. The scale was empirically created in a pilot study (n=351) and later used to survey 2158 people. The data from both surveys are analysed in the present paper; the results show that the scale exhibits acceptable internal consistency (Cronbach's [alpha]=0.83) and that the factorial structure of the scale can be considered as largely confirmed. Overall, the surveyed persons reported a positive attitude towards the school integration of children with disabilities. However, the form of the disability of the integrated child and the level of education as well as the participants' familiarity with the topic of integration of persons with disabilities, age and gender played a role in their assessment. In addition, the results show that pupils in general have a more negative attitude than students and employed persons. Sequence effects could also be shown. Inclusive education is seen as more positive when respondents are first asked to evaluate how a child with a disability gets on in an integrated class and have to evaluate later how a child with the same disability gets on in a special school setting of an integrated class. (Contains 5 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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