Inclusive Education Scale Research Articles

Korean College Students’ Attitudes toward Disability and Inclusive Education: Latent Profile Analysis

AbstractThe purpose of this study was to explore the differences in cognitive-behavioral attitudes and emotional connectedness toward people with disabilities (PWDs) and the attitudes toward inclusive education. In total, 309 college students from various universities in South Korea aged from 18 to 29 years (177 male and 130 female) voluntarily participated in this study. The participants were completed a set of questionnaires: Social Distance Toward Disabilities scale, Interaction with Disabled Person Scale, and Teachers’ Attitudes toward Inclusive Education Scale. Latent profile analysis (LPA) was used to model four distinct types: distant (3.56%), lukewarm (73.91%), rationalizing (8.41%), and potential proactive (14.12%). The majority of participants were lukewarm type who had a slightly cognitive-behavioral distance with mediocre empathy toward PWDs, which links to vague stands toward inclusive education. Potential proactive type, the second largest group, showed a positive attitude toward inclusive education with a high level of empathy but still had ambivalent perceptions toward PWDs. The rationalizing and distant groups had one thing in common that they had a relatively low level of empathy toward PWDs, but showed a markedly opposite position in inclusive education. The findings indicate that interventions should be tailored based on the type-specific attitudes and experiences with PWDs in public and educational settings.

Instrument Validation: Chinese Version of Multidimensional Attitudes toward Preschool Inclusive Education Scale (MATPIES-C)

ABSTRACT Preschool teachers’ attitudes toward preschool inclusive education (PIE) greatly influence their inclusive education practice. However, few instruments in this area with sound psychometric properties are available for Chinese teachers. The current study aims to validate the Multidimensional Attitudes toward Preschool Inclusive Education Scale (MATPIES) in a Chinese sample and adapt it to the Chinese context (MATPIES-C). A total of 653 preschool teachers participated in this study. The results revealed that (1) the original three-factor structure of MATPIES was not supported by the Chinese sample, and a four-factor structure emerged instead; the derived factors were affective, behavioural, cognitive-arrangement and cognitive-significance. (2) MATPIES-C reported high reliability (reliability coefficients = .904, .921, .827, .831, respectively), and its convergent and discriminant validity were also verified. (3) Comparisons between scores from each sub-construct revealed that the preschool teachers presented mixed attitudes toward PIE and further supported the newly derived four-factor structure. Thus, MATPIES-C provides a sound foundation for future research on Chinese preschool teachers’ attitudes toward PIE and can serve as evaluation indicators of PIE training programs for preschool teachers.

Attitudes and Concerns of Pre-Service Teachers’ about Inclusive Education Enshrined in the New Four-Year Basic Education Curriculum in Ghana


 
 
 
 Inclusive education, that is, the inclusion of learners with special educational needs and disabilities into regular schools is now one of the most significant core pillars in the New Bachelor of Education (Basic Education) Curriculum for teacher education in Ghana. In order to address this issue, pre-service teachers in their first year per the curriculum are introduced to inclusive education as a subject. The study aimed at finding out the attitude and concerns of pre-service teachers towards inclusive education in Ghana. The study employed mixed method approach with the sequential explanatory strategy. The sample population composed of 562 students from six (6) colleges of education in Ghana under one mentor university. The quantitative research approach consisted of 10-item questionnaire which was adapted from the Teachers’ Attitudes towards Inclusive Education (TAIS) scale. Data was collected using both the questionnaire and interview guide. The analysis of quantitative data involved the use of multiple statistical procedures; frequency counts, simple percentages, and standard deviation, while the thematic analysis was used to analyze the qualitative data. The study revealed that pre-service teachers has positive attitude towards the implementation of inclusive education in Ghana. About eighty percent (80.1%) stated that children with special educational needs can be effectively supported to learn in regular classrooms in Ghana (1.30, SD=.64). However, the current regular schools in Ghana cannot accommodate children with special needs education (1.25, SD=.62) due to inadequate space. It is therefore recommended that the government of Ghana and the Ghana Education Service should work together to ensure that there is the availability of adequate facilities in all schools for teachers to effectively implement inclusive education in the new Bachelor of Education (Basic Education) Curriculum
 
 
 
 

A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education

This study reports on a cross-national comparison of inclusion-oriented teacher-education programs. Canada and Germany have implemented inclusion in teacher education with the aim of improving inclusion in schools. Previous studies have shown the importance of latent characteristics of prospective teachers for the successful implementation of inclusion in schools and have pointed to the role of inclusion-oriented teacher education in developing these teacher characteristics. To measure potential changes in attitudes, intentions, concerns, and self‑efficacy, 132 student teachers from Germany and Canada were surveyed before and after a course about inclusive education. Internationally validated scales were used: Attitudes towards Inclusion Scale (AIS), Intention to Teach in Inclusive Classroom Scale (ITICS), Concerns about Inclusive Education Scale (CIES), and the Teacher Efficacy for Inclusive Practices scale (TEIP). The results of the German and Canadian groups differed: while significant changes in self-efficacy occurred between the first and second measurement points in both countries, the outcome for other factors varied. Significant changes in intentions to use inclusive teaching practices were found in Canada but not in Germany. The results are discussed in the context of the role of teacher-education programs in fostering inclusive teaching practices.

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

The concerns about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF)

Teachers play a vital role in the implementation of inclusive education, and understanding where they have worries is essential to researchers and policymakers likewise. The Concerns about Inclusive Education Scale (CIES) is a frequently used scale globally to examine teachers’ concerns but yielded mixed results regarding its factor structure. Using a large teacher sample (N1 = 538), we analyzed its factor structure and made modifications informed by our analysis. Results favored a recently proposed factor solution over the original one. Based on this solution, a short form was created, which reduces the CIES length by 42%. It demonstrated excellent model fit in an additional validation sample (N2 = 537), and efficiently and comprehensively assesses teacher concerns about inclusive education.

Teachers’ inclusive beliefs and teaching practices in work with students with some inattentive symptoms associated with ADHD

This study aims to analyze and compare teaching practices in an inclusive setting. The study focuses on teachers’ self-evaluated teaching practices with students with seven or more predominantly inattentive symptoms associated with ADHD, depending on their beliefs about the values of inclusive education and some demographic factors. The results are situated in the context of current literature on inclusive education practices, teacher attitudes towards students with predominantly inattentive symptoms associated with ADHD and teaching practices/classroom strategies for work with them. The questionnaire was administered to 660 teachers from 13 Croatian counties. The participating teachers were asked to complete a standardized questionnaire, including a demographic questionnaire and two scales: Teaching practices self-evaluation scale – TPSE (Vlah & Grbić, 2017) and Teachers’ beliefs about the values of inclusive education scale – TBIES (Skočić Mihić, Gabrić & Bošković, 2016). In an attempt to answer the research question on the relation between teachers’ self-reported teaching practices used in work with students with some inattentive symptoms associated with ADHD, place of residence, and school size, classroom versus subject teaching, teacher education level, work experience and beliefs about the values of inclusive education, we used both a correlation and a hierarchical regression analysis. The results indicated a correlation between teachers’ self-evaluated teaching practices described by three indices (student praise and supportive communication; adjustments to assessment for students; and comprehensive approach to inclusion of students with special needs), teacher education level, and classroom/subject teaching, which also related to teachers’ value of inclusive education. Next, we explored the relationships among the investigated variables in more detail using a hierarchical regression analysis in which different indices of teachers’ self-evaluated teaching practices served as the criterion. In the proposed model inclusive beliefs were revealed as significant predictors of teaching practices. These results extend previous research. Implications for teacher education are discussed and suggestions are made for future research.

Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany

ABSTRACT Using a comparative approach is a widespread method in educational research. Previous cross-cultural comparison studies on teachers’ attitudes towards inclusive education show a strong lack of focus on preschool teachers’ attitudes towards inclusion. Thus, this study examined 65 Chinese and 59 German preschool teachers’ attitudes towards inclusion by applying the Multidimensional Attitudes towards Preschool Inclusive Education Scale (MATPIES). A comparative analysis showed Chinese and German teachers’ overall attitudes towards inclusive education as positive, with German teachers’ attitudes being more positive. While teachers in both countries showed the highest behavioural attitude dimension scores, Chinese teachers’ affective attitude dimension scored the lowest. Guided by the 'cultural–historical framework', we discussed how individualistic and collectivistic values influence teachers’ overall attitudes in the two countries, especially their different scores in affective dimension of attitude. Implications for future research examining preschool teachers’ attitudes in China and Germany as well as in the international context are discussed, with an emphasis on exploring how various factors both within and beyond teacher attributes to generate a more comprehensive understanding of the critical issue of teachers’ attitude. Meanwhile, further indications for conducting international comparison studies on teachers’ attitudes are also presented, including some methodological considerations for such studies.

School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice

ABSTRACT School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders’ attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education for all students. The instrument was completed by 301 school leaders in Estonia. Three factors describing attitudes in facets of inclusive education practices, vision, and supports were distinguished. Structural Equation Modelling revealed that school leaders’ practices towards implementing inclusive education approaches are driven more strongly by their vision than the support available to them, although both aspects have a significant effect on their attitudes towards these practices. However, participation in in-service courses focusing on inclusive education and working as a school leader in a special school had negative association with school leaders’ attitudes towards inclusive education practices.

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

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.

Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of In-service Teachers

Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of In-service Teachers

Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions

A survey‐based investigation of teachers’ concerns was conducted the following adaptation of Sharma and Desai’s ‘Concerns about Integrated Education (CIE) Scale’ two decades ago. The terminology was adjusted and ‘integrated’ became ‘inclusive’, and ‘Special Educational Needs and / or Disability (SEND)’ replaced ‘disability’ in a novel ‘Concerns about Inclusive Education Scale’. A purposive sample included the public and private education sectors. An online questionnaire was completed in April 2020 (n = 93) by teachers (66: state mainstream, 18: independent, 5: UK‐based international schools, 3: SEND specialists, 1: alternative provision). Statistical analysis of closed questions aimed to identify teachers’ concerns about IE for children with SEND and was complemented by qualitative analysis of data generated through open‐ended questions. Varied understandings of what IE means and longstanding concerns were identified. The highest level of concern was evidenced around resources, specifically, funding for specialist and support staff, resources, and appropriate infrastructure. Qualitative data analysis suggested that children with SEND risk being perceived as an onerous adjunct to an already stressful ‘regular’ teaching role. Few respondents mentioned national performance monitoring and accountability regimes in this context and, instead, viewed additional paraprofessional and external support as self‐evident solutions to excessive workloads, neglecting the implications for equity in education.

Adaptation and validation of Multidimensional Attitudes toward Inclusive Education Scale

Polish researchers of teachers' attitudes towards inclusive education have not yet had a validity and reliable tool that could be successfully used in scientific research. The aim of the article is to present the adaptation and validation of the Multidimensional Attitude towards Inclusive Education Scale. A total of 556 teachers of all levels of education participated in the study, who completed the Polish version of the Multidimensional Attitudes towards Inclusive Education Scale, the Scale of Attitudes towards School Integration of Children with Disabilities, the Norwegian Scale of Teachers' Self-Efficacy and the Survey of Perceived Organizational Support. The factor analysis and the relationships between the variables were performed to confirm the theoretical validity and the scale reliability analysis. The study confirmed the three-factor structure of the Multidimensional Attitudes toward Inclusive Education Scale. The theoretical validity was also confirmed on the basis of positive relationships between the cognitive, affective and behavioral components of the attitude and the sense of self-efficacy, including motivating students and adjusting the program to students' needs, maintaining discipline and cooperation with parents, teaching students and cooperation with colleagues, perceived organizational support. Additionally, there was a positive relationship between the attitude components and a positive attitude to school integration and a negative relationship with a negative attitude to this integration. The reliability of the scale was confirmed in four trials. The article presents a validity and reliable tool for researching teachers' attitudes towards inclusive education, which may be a starting point for research on predictors and the consequences of these attitudes.

Predictors of the Attitudes of Preservice Teachers Toward Teaching Students With Down Syndrome in Regular Schools in Ghana

AbstractWhile research suggests that the inclusion of students with Down syndrome (DS) in regular classrooms has a positive impact on their learning, in general, a supportive teacher with a positive attitude is fundamental in shaping these students' school experiences. In Ghana, despite a large number of children with DS, there is little research exploring preservice teachers' attitudes toward including students with DS in regular schools. In this study, we recruited preservice teachers from teacher training institutions to understand the predictors of their attitudes toward teaching students with DS in regular classrooms. Using the revised Sentiment, Attitude, and Concern about Inclusive Education scale (SACIE‐R), 855 preservice teachers were recruited from three colleges of education (n = 524) and two campuses of a public university (n = 331). Although the preservice teachers were ambivalent about teaching students with DS, several demographic variables—such as preservice training in inclusive education, practice experience, and confidence teaching students with disabilities—emerged as significant predictors of attitudes. The study limitations, recommendations for future research and implications for policymaking are discussed.

Spanish adaptation of the teachers’ attitudes towards inclusive education scale

ABSTRACT The current concept of inclusive education brings to light the need for assessment of pre-service and in-service teachers’ attitudes towards inclusion, as they are essential agents to achieve full educational inclusion. The present study aimed to adapt a simple unidimensional tool to assess attitudes towards inclusion, the TAI scale. A total of 320 students of the BSc in Teacher Education and 89 in-service teachers took part in this study. The final adapted version of the scale (TAIS-SP) showed adequate psychometric properties.

Assessing Teacher Readiness for Inclusive Education in Maldives: Instrument Modification and Validation

ABSTRACT Teacher readiness for inclusive education is frequently investigated in literature. However, the psychometric properties of a scale to evaluate teacher readiness for inclusive education in the Asian, specifically Maldivian, context are extremely scarce. This study aimed to modify the teachers’ readiness for an inclusive education scale to determine if the modified scale was reliable and valid in the Maldives Context. A total of 628 teachers (258 males and 370 females) from seventy-seven schools participated in this study. In phase 1, the construct validity of the Maldives teachers’ readiness scale was established through exploratory factor analysis. In phase 2, the tests of dimensionality, reliability, convergent and discriminant validity was established through confirmatory factor analysis. Results supported a two-factor, 23 items scale. The scale may be utilised as a reliable and valid instrument to assess teacher readiness for inclusive education in the Maldivian context.

Pre-service teachers' concerns about diversity

PurposeThe purpose of this study was to investigate pre-service teachers' concerns about including diverse learners in their classrooms. The study identified which concerns they ranked highest and lowest and which types of diversity they were most concerned about. The study also compared results in relation to demographic variables of gender, year and major.Design/methodology/approachData collection relied on the Concerns about Inclusive Education Scale administered online with 343 pre-service teachers enrolled in higher education in Thailand. Analysis aimed to identify what were the highest categories of concerns as well as any significant relationships between concerns and demographic variables of gender, year and major. Analysis also identified the types of diversity about which pre-service teachers were most concerned along with any significant relationships between types of diversity and gender, year and major.FindingsResults revealed that pre-service teachers ranked lack of resources as their highest concern about teaching diverse learners. Analysis revealed a significant difference for gender with females (p = 0.014) having a significantly higher level of concern about lack of resources than males. Mental health disabilities along with physical and learning disabilities were ranked highest in terms of types of diversity about which they were most concerned. There were no statistically significant differences for demographics regarding type of diversity about which teachers were most concerned.Originality/valueThere is a lack of research related to higher education's role in preparing teachers to teach in contexts of diversity. This study goes beyond traditional definitions to include 12 types of diversity.

Pre-service Physical Education Techer Concerns about Teaching Students with Disabilities: Instrument Modification and Validation

ABSTRACT This three-phase study aimed to modify the Concerns about Inclusive Education Scale (CIES) under the Physical Education (PE) setting and to determine if the modified scale was reliable and valid. A total of 645 pre-service teachers (522 males and 123 females) from three universities participated in this study. In Phase 1, the CIES was revised, translated, and renamed to CIES-PE. In Phase 2, the content validity of the CIES-PE was tested by six experts. In phase 3, the construct validity of the CIES-PE was established through exploratory and confirmatory factor analyses and group invariance test across samples with and without adapted PE training experience. Results supported a five-factor, 24-item CIES-PE scale. In conclusion, the CIES-PE may be utilised as a reliable and valid instrument to assess the concerns of pre-service PE teachers about teaching students with disabilities in general PE classes.

CHANGE IN SENTIMENTS, ATTITUDES AND CONCERNS TOWARDS INCLUSIVE EDUCATION: A PERS

Inclusive education is a global movement that mediates the prevention of the exclusion of children with special needs in order to support their participation in the general education system. It is thought that the sentiments, attitudes, and concerns of the prospective preschool teachers towards inclusive education are related to their knowledge level about inclusive education. Therefore, in this study, the aim is to examine the change in the sentiments, attitudes, and concerns of the prospective preschool teachers towards inclusive education after they receive a training about inclusive education. The research adopted one-group pretest-posttest model as the experimental design. The study group was comprised of 138 prospective preschool teachers who attend Inclusive Education Program (IEP). IEP was developed by researchers with the purpose of increasing the level of knowledge, sentiments, and attitudes of prospective preschool teachers in terms of inclusive education and of decreasing their concern levels. IEP is a 10-week program prepared by researchers by examining the relevant literature and taking expert opinions. As data collection tools, “Personal Information Form” and “Sentiments, Attitudes, and Concerns Related to Inclusive Education Scale” were used. As a result of study, the sentiment, attitude, and concern levels of the prospective preschool teachers towards inclusive education were determined at a moderate level. In line with this conclusion, an intervention plan was made to increase the sentiment and attitude levels of the prospective preschool teachers and to decrease their concern levels. Following the implemented inclusive education training, it was observed that the sentiment and attitude levels of the prospective preschool teachers towards inclusive education increased and their concern levels decreased.

Teachers’ Multidimensional Attitude Towards Inclusive Education

Inclusion in education is essential for educating students with special needs. The basic pillars of inclusive education are teachers who play a key role in the social acceptance of special children and provide them social support without any distinction. It is crucial for all teachers in inclusive education to welcome special students and provide them with equal educational opportunities and environment. The current research aimed to investigate the affective, cognitive and behavioral aspects of teachers’ attitudes within the domain of inclusive education regarding physical, social and curricular inclusion using the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) developed by Mahat (2008) and their effects on special children’s learning. It was hypothesized that general education teachers who deal with mainstream students have more negative attitudes towards inclusive education as compared to special education teachers. A sample of 280 teachers was drawn from the primary and secondary inclusive schools of Punjab (Pakistan). The results were processed via SPSS-21. The study brings forward the measurement of teachers’ multidimensional attitudes towards inclusive education.