Iowa World Language teachers’ attitudes regarding inclusion

Bibliographic Data

ID8939261
AuthorsAnn DeVault (Spanish Teacher St. Joseph Catholic School Marion Iowa USA, corresponding author)
Year2021
Volume54
Issue3
Pages671-689
Publication date2021-08-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/flan.12565
OpenAlexW3195930864
LanguageEN
Citations received1
References cited25

This mixed‐methods study investigates the attitudes of middle and high school World Language (WL) teachers in Iowa regarding teaching students with disabilities (SWDs) as well as factors that relate to these attitudes. The study uses data from surveys of 41 Iowa WL teachers and semistructured interviews with eight. Survey data were analyzed using descriptive and inferential statistics and interview data were analyzed using thematic analysis. These findings were then combined for mixed methods analysis of WL teachers’ attitudes toward teaching SWDs and factors related to differences in attitudes. Findings suggested middle and high school WL teachers in Iowa had positive attitudes toward the inclusion of SWDs in their classes, but there were nuances to this support. Several factors were found to relate to participants’ attitudes, including their perceptions of the usefulness of their preservice and in‐service training, the level of administrative support, and the structure of the WL program

Data collection · Descriptive statistics · Inclusion (mineral · Mathematics education · Medical education · Pedagogy · Perception · Qualitative research · Social science · Sociology · Thematic analysis · Collaborative Teaching and Inclusion · Disability Education and Employment · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies

Tools

Open DOI