Pre-service teachers’ readiness for inclusive education of children with physical disabilities in Germany
Attitudes matter
Bibliographic Data
| ID | 22422149 |
|---|---|
| Authors | Tobias Tempel (0000-0002-6315-4555, Ludwigsburg University of Education, corresponding author), Gerolf Renner (0000-0003-4345-3619, Ludwigsburg University of Education), Gitta Reuner (0000-0002-9316-3129, Ruprecht Karl University of Heidelberg) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-04-22 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2026.2662245 |
| OpenAlex | W7155187439 |
| Language | EN |
| References cited | 23 |
We examined pre-service teachers’ attitudes towards inclusive education and their attitudes towards people with physical disabilities. Both kinds of attitudes were associated with opinions about teacher responsibilities for care and support activities regarding children with physical disabilities in school. They also predicted the willingness to conduct these activities. Self-rated knowledge in several areas related to teaching children with physical disabilities was additionally associated. Differences between special-education pre-service teachers, general-education pre-service teachers, and a comparison group document the validity of the used measures. The present findings suggest that pre-service teachers’ readiness for inclusive education does not only depend on inclusion-related attitudes. Additionally, general attitudes towards the very children to be included and self-perceived preparedness for inclusive teaching have to be taken into account.
Mainstreaming · Physical education · Qualitative research · Special education · Disability Education and Employment · Inclusion and Disability in Education and Sport · Sports Science and Education
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| Highly cited | No |
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