The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar

Sayed Ibrahim,Elsayed E.A. Hassanein,Yousef M. Alshaboul

doi:10.1016/j.heliyon.2021.e07925

Abstract

Teachers' beliefs and attitudes are a significant component in the development and success of inclusive education. Research indicates that the foundation of positive attitudes toward inclusive education can be established in preservice-teacher-preparation programs. This study examines the change in preservice teachers' attitudes toward inclusive education following an inclusion-centered course, combined with an 18-hr practicum. Using the Multidimensional Attitudes toward Inclusive Education Scale (MATIES), 98 preservice teachers from primary and secondary teacher education programs in the College of Education at Qatar University in Doha, Qatar, were surveyed pre and post-course. It was found that all the participants' attitudes toward inclusive education changed significantly. No significant differences between primary and secondary preservice teachers were found at the end of the course. The results illustrated that combining information-based instruction with structured fieldwork experiences can potentially change preservice teachers' attitudes toward inclusive education. Implications for practice and future directions in research are considered.

Highlights

In the last three decades, there has been a significant movement toward inclusive education worldwide
Qatar has issued a set of laws and modern legislations and policies aimed at protecting and promoting the rights of persons with disabilities to ensure the right of access to the maximum independence that enables them to their potential and enables them to participate actively in society (Al-Attiyah and Hassanein, 2017)
A paired sample t-test was conducted from pre-to post-survey to evaluate the changes in preservice teachers toward inclusive education at the end of the course

Summary

Introduction

In the last three decades, there has been a significant movement toward inclusive education worldwide Many declarations enhanced this movement from different United Nations agencies that encouraged countries worldwide to reform educational policies to promote inclusive education (e.g., Salamanca Statement, UNESCO, 1994, Convention on the Rights of Persons with Disabilities (CRPD), United Nations, 2006). In 2004, Qatar issued Law No (2), the first Qatari law to regulate the rights of individuals with disabilities. It includes the concept of people with disabilities, rehabilitation, care, and the support services that should be provided to individuals with disabilities and their rights. Law No (2) included the right to education and rehabilitation for individuals with disabilities, each according to his capabilities, with the need to provide appropriate educational and rehabilitation programs and prepare qualified cadres to deal with them

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