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Measures of Individual, Collaborative and Environmental Characteristics predict Swiss School Principals’, Teachers’ and Student Teachers’ Attitudes Towards Inclusive Education

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Published in Psychoeducational Assessment, Intervention and Rehabilitation. 2018, vol. 1, no. 1, p. 1-24
Abstract Positive attitudes towards inclusion of children with special educational needs (SEN) are essential for a successful implementation of inclusive education. This study aimed to test a research model comprising a series of variables that are recognized in the scientific literature for influencing attitudes towards inclusion, by means of structural equation modeling. 518 student-teachers, school teachers and principals were involved in a supra-regional online study conducted in a Swiss canton. Variables were attitudes towards inclusion, self-efficacy, attitudes towards inter-disciplinary team-teaching, experiences in specific school settings and opinions about school-environment characteristics. These were included in a theory guided structural equation model (SEM). The analyses revealed a good fit to the hypothesized model. Individual self-efficacy, attitudes towards interdisciplinary team-teaching, opinions about school-environment characteristics and practical experiences accounted for 34% of the variance in attitudes towards inclusion of children with SEN. The study allows a deeper insight in construct “attitudes towards inclusion of children with SEN” and a better understanding of the complexity of relations between the variables involved. The findings allow identifying more precisely the constellation of variables and relation-ships that play a role in predicting attitudes towards inclusion and, thus, are essential for implementing “a school for all”.
Keywords AttitudesSpecial education needsInclusive educationSelf-efficacyTeam-teaching
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Research group MEtacognition, Dynamic Assessment, Socio-adaptative competences and Inclusion (MEDASI)
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ABEGGLEN, Hans-Joerg, HESSELS, Marco G.P. Measures of Individual, Collaborative and Environmental Characteristics predict Swiss School Principals’, Teachers’ and Student Teachers’ Attitudes Towards Inclusive Education. In: Psychoeducational Assessment, Intervention and Rehabilitation, 2018, vol. 1, n° 1, p. 1-24. https://archive-ouverte.unige.ch/unige:102510

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Deposited on : 2018-02-23

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