Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers.

Laura Arcangeli,Giulia Balboni,Alice Bacherini,Cristina Gaggioli,Moira Sannipoli

doi:10.3390/ijerph17197325

Laura Arcangeli, Giulia Balboni + Show 3 more

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https://doi.org/10.3390/ijerph17197325

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Abstract

The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

Highlights

Intellectual disability (ID) is a disorder characterized by significant limitations in both intellectual functioning and adaptive behavior, as expressed in conceptual, social, and practical skills, with onset before 18 years of age or during the developmental period [1,2,3]
The present study aimed to investigate the attitudes toward intellectual disability (ID) of mainstream teachers and special-education teachers in Italy, as well as the characteristics related to these attitudes
This outcome may be due to the higher preparation in teaching students with ID and the closer relationships with individuals with ID exhibited by special-education teachers compared to mainstream teachers [26,32]

Summary

Introduction

Intellectual disability (ID) is a disorder characterized by significant limitations in both intellectual functioning and adaptive behavior, as expressed in conceptual, social, and practical skills, with onset before 18 years of age or during the developmental period [1,2,3]. Based on Schalock and Verdugo’s [4] model, quality of life is a multidimensional construct made up of eight core domains: personal development, self-determination, interpersonal relationships, social inclusion, rights, emotional well-being, physical well-being, and material well-being. Inclusive environments are environments that provide access to resources, information, and relationships and encourage growth and development, in addition to supporting people, accommodating psychological needs related to autonomy, competence, and relatedness [5]. These factors may improve all the dimensions of quality of life of individuals with ID. Educational inclusion implies the complete integration of children with ID or other special needs into programs and activities with peers [6], and the planning of individualized projects for all students in order to promote

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