Pre-service teachers’ sentiments, attitudes and concerns about inclusive education in Turkey

Abstract

ABSTRACT This investigation focused on pre-service teachers’ sentiments, attitudes, and concerns regarding inclusive practices in Turkey. A total of 406 students from different departments of a university school of education participated in this study. The Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R) scale was used as a data collection tool to measure pre-service teachers’ engagement with and perceptions of inclusion and assess the rationales underlying their beliefs about and support for the practice. The findings indicated that there is a significant difference in terms of pre-service teachers’ attitudes, concerns, and sentiments regarding inclusion among departments and according to respondents’ levels of confidence in teaching students with disabilities. The pre-school education teacher candidates had more positive attitudes towards inclusion. The findings revealed that pre-service teachers need more opportunities to interact with and teach students with special needs during their school practicums. They also revealed that pre-service teachers need to have experience and confidence as well as knowledge about legislation and policies related to inclusion.