Pre-service Teachers’ Attitude toward Inclusion

409110270 Jill Chang

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Table of contents

Introduction

Literature Review

02

01

• Background
• Motivation
• Research Questions & Hypothesis

• Definition of Inclusion
• Pre-service Teachers’ Attitude
• The Impacts of Teacher-Training Program

Table of contents

Research Outcome

Conclusion

05

04

Methodology

03

• Discussion

• Quantitative questionnaire

​

Introduction

01

Reasons for this topic�Research questions

Pre-service Teachers’ �Attitude toward

Inclusion

Teacher training program (教程)

Inclusive education (全納教育)

Motivation

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Background

https://npost.tw/archives/36768

Background

https://npost.tw/archives/36768

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1. What are some factors that may diminish pre-service teachers' confidence in inclusive education?�

Research Qs

2. What training will pre-service teachers in the teacher training program at FJU receive to effectively facilitate inclusive education in the classroom?���

Research Qs

Lit Review

02

Definition, Attitude, Perception, Impact

Inclusive education refers to teaching students with and without special needs altogether in the general classrooms.

(Sharma et al 2008)

​

Inclusive education could serve as an effective teaching method

and uphold all students’ right to education.

(Lindsay 2007)

Teachers with positive attitudes towards inclusion are more readily change and adapt the ways they work to benefit students with a range of learning needs.

(Umesh Sharma , Chris Forlin & Tim Loreman 2008)

Teacher-training programs should ensure that pre-service teacher possess the necessary skills and sufficient understanding�to meet diverse student needs in inclusive classroom.

(Kim 2011)

The gap between the knowledge and to what extent it has been implemented still exists.

(Vaughn, Klingner, and Hughes 2000)

https://futureofsourcing.com/bridging-the-strategy-to-execution-gap

Methodology

03

Participant

Questionnaire

Methodology

Participant

Questionnaire

Pre-service teachers in FJU

Quantitative study

3 parts, 29 items, �5-points likert scale

https://www.freepik.com/photos/questionnaire

https://www.edweek.org/teaching-learning/opinion-how-i-talk-to-my-white-preservice-teachers-about-diversity/2018/09

Questionnaire Items�

Research Outcome

04

Attitude toward the disabled�

Attitude toward students with different needs�

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

Emotional

Learning

Visual

Intellectual

Hearing

Physical

Attitude toward students with different needs�

severe academic delays�behavioral issues�individualized supports

Attitude toward inclusion�

50%

> 70%

Attitude toward inclusion�

> 60%

Willingness to adapt

> 75%

Willingness to adapt

> 85%

Most preservice teachers Believe that students’ with different disabilities should be included in the general classroom, and they are willing to adapt their teaching,

! BUT !

Concerns of inclusion

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

knowledge and skills �(Sign language)

professional staff �(speech therapist)

Anxiety and stress

Equal attention

Concerns of inclusion

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

Will not be accepted

Cannot keep up

Parents’ perception

Maintain discipline

Conclusion

05

1. What are some factors that may diminish pre-service teachers' confidence in inclusive education?�
2. What training will pre-service teachers in the teacher training program at FJU receive to effectively facilitate inclusive education in the classroom?��

Research Q

• Pre-service teachers may be unconfident about implementing inclusive education due to factors such as insufficient knowledge, limited access to resources, as well as their negative attitudes towards it.

Research Qs

Other concerns includes…�The pressures of instructional progress, �parent-teacher interaction, and classroom management.

• Pre-service teacher in teacher-training program at FJU will receive the training about diverse learning needs, differentiated instruction techniques, and assistive technologies.��

Research Qs &

The need of…�1. Direct and systematic contact with students with special needs.

2. The collaborative skills with other professional staffs.

Works Cited

• Avramidis, Elias, and Brahm Norwich. "Teachers' attitudes towards integration/inclusion: a review of the literature." European journal of special needs education 17.2 (2002): 129-147.
• Boyle, Christopher, Keith Topping, and Divya Jindal-Snape. "Teachers’ attitudes towards inclusion in high schools." Teachers and teaching 19.5 (2013): 527-542.
• Dickens-Smith, Mary. "The Effect of Inclusion Training on Teacher Attitude towards Inclusion." (1995).
• Kim, Ji‐Ryun. "Influence of teacher preparation programmes on preservice teachers’ attitudes toward inclusion." International Journal of Inclusive Education 15.3 (2011): 355-377.
• Male, Dawn B. "The impact of a professional development programme on teachers' attitudes towards inclusion." Support for Learning 26.4 (2011): 182-186.
• Monsen, Jeremy J., Donna L. Ewing, and Maria Kwoka. "Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment." Learning environments research 17 (2014): 113-126.

Works Cited

• Pit-ten Cate, Ineke M., et al. "Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes." Insights into Learning Disabilities 15.1 (2018): 49-63.
• Rabi, Norfishah Mat, et al. "Readiness of pre-service teacher to teach student with special needs through inclusive education course." International Journal of Academic Research in Progressive Education and Development 7.4 (2018): 200-210.
• Ross‐Hill, Rorie. "Teacher attitude towards inclusion practices and special needs students." Journal of research in special educational needs 9.3 (2009): 188-198.
• Sharma, Umesh, Chris Forlin, and Tim Loreman. "Impact of training on pre‐service teachers' attitudes and concerns about inclusive education and sentiments about persons with disabilities." Disability & society 23.7 (2008): 773-785.
• Taylor, Roben W., and Ravic P. Ringlaben. "Impacting Pre-Service Teachers' Attitudes toward Inclusion." Higher Education Studies 2.3 (2012): 16-23.
• Vaughn, Sharon, Janette Klingner, and Marie Hughes. "Sustainability of research-based practices." Exceptional Children 66.2 (2000): 163-171.

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