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

Date de publication2018
Résumé

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”.

Mots-clés
  • Attitudes
  • Special education needs
  • Inclusive education
  • Self-efficacy
  • Team-teaching
Citation (format ISO)
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. doi: 10.30436/PAIR18-01
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Article (Published version)
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Informations techniques

Création20/02/2018 14:46:00
Première validation20/02/2018 14:46:00
Heure de mise à jour15/03/2023 07:54:07
Changement de statut15/03/2023 07:54:06
Dernière indexation12/02/2024 12:49:40
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