Abstract
ABSTRACT Purpose: to assess the effect of an intervention on educational teams’ attitudes and academic expectations concerning the inclusion of students with Down’s Syndrome (DS), in Chile. Methods: a quasi-experimental single-group study was carried out, with an interdisciplinary pilot intervention held comprising three workshops on inclusive education for teachers and teaching assistants. The Attitudes Towards and Academic Expectations For Down’s Syndrome Students questionnaire (CAEASD in Spanish) was used to assess these variables pre- and post-intervention. Results: 48 subjects participated in this study, with 37 in the experimental group and 11 in the control group. No significant differences were observed in the overall CAEASD score, neither before nor after the intervention (p=0.388). However, in the actions part of the attitude component, there was a significant difference in the experimental group (p<0.05), in which, the proportion of positive changes in the overall CAEASD score was also greater than that in the control group. Conclusion: mentoring had a positive impact on educational teams’ attitudes towards students with DS, helping to develop an inclusive educational community.
Highlights
Speech therapy, in education, plays multiple roles, from evaluating difficulties, intervening in schools and developing the curriculum, to advising and assisting their educational teams[1]
The results showed that, in 34 of the 43 studies, participants’ attitudes towards their classmates with disabilities improved
This study aimed to evaluate the effect of interventions on teachers’ and teaching assistants’ attitudes and academic expectations, concerning the inclusion of students with Down’s Syndrome (DS) in schools in Chile
Summary
In education, plays multiple roles, from evaluating difficulties, intervening in schools and developing the curriculum, to advising and assisting their educational teams[1]. There are other factors, though, that influence the inclusion of students with special educational needs (SEN) in schools, including teachers’ attitudes and academic expectations concerning people with disabilities[3,4]. In this context, both educational teams’ attitudes and academic expectations play a crucial role. Emotions allude to the affective link with reality, immediately assessing emotionally the person or situation[7], while actions refer to each subject’s behavior For their part, academic expectations refer to what the teacher expects their students to learn regarding the curriculum[8]. To value educational teams’ attitudes and academic expectations, since these condition children’s academic performance, interest in schooling, self-esteem and relationships with their peers and teachers[9]
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