Hastings, Richard P. and Oakford, Suzanna (2003) Student teachers' attitudes towards the inclusion of children with special needs. Educational Psychology in Practice, Volume 23 (Number 1). pp. 87-94. doi:10.1080/01443410303223

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Abstract

Previous research has suggested that teachers' attitudes are crucial to the success of inclusion programs for children with special needs. In the present study, the impact of special needs category (intellectual disabilities versus emotional and behavioural problems) and student teachers' training (being trained to work with either younger or older children) on their attitudes towards inclusion were explored. Ninety three student teachers completed a new measure of attitudes towards inclusion: the Impact of Inclusion Questionnaire (IIQ). Results showed that student teachers were more negative about the impact of children with emotional and behavioural problems on other children, teachers, and the school environment than they were about children with intellectual disabilities. There was little support for the effects of training background or student teachers' previous experience of special needs on their attitudes. Implications for inclusion programs and future research are briefly discussed.

Item Type:	Journal Article
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Journal or Publication Title:	Educational Psychology in Practice
Publisher:	Routledge
ISSN:	0266-7363
Official Date:	July 2003
Dates:	Date Event July 2003 Published
Volume:	Volume 23
Number:	Number 1
Page Range:	pp. 87-94
DOI:	10.1080/01443410303223
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access

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