Measuring attitudes towards inclusion among university students pursuing education degrees
Descriptive study (Medición de actitudes de estudiantes universitarios de magisterio hacia la inclusión: estudio descriptivo)
Bibliographic Data
| ID | 12486109 |
|---|---|
| Authors | Diego Navarro Mateu (0000-0002-1438-8232, Universidad Católica de Valencia), Jacqueline Franco-Ochoa (Universidad Católica de Valencia, corresponding author), Vicente Prado-Gascó (0000-0002-2108-2186, Universitat de València) |
| Year | 2020 |
| Volume | 32 |
| Issue | 1 |
| Pages | 43-64 |
| Publication date | 2020-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/11356405.2019.1705562 |
| OpenAlex | W3010305043 |
| Language | EN |
| Citations received | 3 |
| References cited | 26 |
The formation of inclusive attitudes in university students is essential because of the direct responsibility they have in the classroom. This descriptive study seeks to examine the levels of inclusive attitudes among future teachers towards students with special educational needs (SEN) or disabilities, as well as the relationship between these attitudes and sociodemographic variables. The population studied was comprised of 323 university students pursuing education degrees (located in Valencia, Spain) who were completing their degrees in early childhood education, primary education, other courses or post-graduate programmes and the dual degree in early childhood and primary education. To collect the data, the SACIE-R (Sentiments, Attitudes, and Concerns about Inclusive Education) scale was used (adapted to the Spanish context). The SPSS program (version 22) was used to analyse the data. The results suggest that education students show medium to high levels of inclusive attitudes. Likewise, females showed a higher level of inclusive attitudes than males, and contact with people such as classmates, family members or friends implied a higher level in the attitudes factor
Context (archaeology · Descriptive research · Descriptive statistics · Geography · Inclusion (mineral · Pedagogy · Population · Social science · Sociology · Demography · Disability Education and Employment · Inclusion and Disability in Education and Sport · Inclusive Education and Diversity · Mathematics · Psychology · Social Psychology
Measuring teacher efficacy to implement inclusive practices
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (Sacie-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
Reevaluating the Factor Structure of the Attitudes Toward Mainstreaming Scale
Attitude Structure and Function
An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion
Pre-service education and attitudes towards inclusion
Teaching in inclusive classrooms
Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school
Generality vs. specificity of attitudes towards people with disabilities
Who Should be Accountable for What Beginning Teachers Need to Know
| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |