Effects of Personal and Professional Factors on Teachers' Attitudes towards Inclusion in Preschool

Autor/inn/en	Dias, Paulo C.; Cadime, Irene
Titel	Effects of Personal and Professional Factors on Teachers' Attitudes towards Inclusion in Preschool
Quelle	In: European Journal of Special Needs Education, 31 (2016) 1, S.111-123 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2015.1108040
Schlagwörter	Foreign Countries; Inclusion; Teacher Attitudes; Attitudes toward Disabilities; Preschool Education; Preschool Children; Preschool Teachers; Predictor Variables; Positive Attitudes; Special Education; Measures (Individuals); Rating Scales; Correlation; Questionnaires; Statistical Analysis; Multiple Regression Analysis; Portugal + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Lehrerverhalten; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Prädiktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Messdaten; Rating-Skala; Korrelation; Fragebogen; Statistische Analyse
Abstract	Attitudes towards inclusive education have a crucial place in the effective implementation of inclusion practices. The aim of this study was to explore teachers' attitudes towards inclusive education in preschool education in Portugal and to identify teachers' personal and professional variables that influence these attitudes. The data were collected from a sample composed of 68 preschool teachers working in mainstream schools located in urban and rural areas. The results indicated overall positive attitudes towards inclusion. Having previous personal contact with a person with special educational needs predicted more positive affective attitudes, whereas having previous experience teaching classes that included students with and without special educational needs predicted less positive behavioural intentions. From these results, we infer an emergent need for continuous training and for the promotion of positive attitudes among preschool teachers to achieve the successful implementation of inclusion at this educational level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01