Pre-service teachers' attitudes, concerns and sentiments about inclusive education

Umesh SHARMA, Christine Irene FORLIN, Tim LOREMAN, Chris EARLE

Research output: Contribution to journalArticle

130 Citations (Scopus)

Abstract

This study investigates the nature of concerns and attitudes held by pre-service teachers regarding inclusive education and their degree of comfort on interaction with people with disabilities. Pre-service training may be the optimal time to address educators’ concerns and alter any negative attitudes about inclusive education. This paper reports the perceptions of pre-service teachers prior to their involvement in units of work focusing specifically on inclusive education in universities located in Australia, Canada, Hong Kong, and Singapore. Results indicate significant differences exist between the students in the eastern countries of Singapore and Hong Kong, and those in the western countries of Canada and Australia. Participants in the Western countries tended to have more positive sentiments and attitudes towards students with disabilities, and more concerns than their Eastern counterparts. The study also suggests that in most instances pre-service teachers have more positive attitudes towards people with disabilities and inclusion, and more confidence in implementing inclusive practice when they have had additional training and / or experience with people with disabilities. Copyright © 2006 Centre for Human Development and Research.
Original languageEnglish
Pages (from-to)80-93
JournalInternational Journal of Special Education
Volume21
Issue number2
Publication statusPublished - 2006

Citation

Sharma, U., Forlin, C., Loreman, T., & Earle, C. (2006). Pre-service teachers' attitudes, concerns and sentiments about inclusive education. International Journal of Special Education, 21(2), 80-93.

Keywords

  • Comparative education
  • Attitudes/Teachers college students
  • Cross-cultural studies
  • Mainstreaming (Education of the handicapped)
  • Attitudes towards the handicapped

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