Inclusion is an international trend, and means that all children learn together in the same classrooms, regardless of the presence of a disability. Attitudes, sentiments, and concerns are variables which have been found to influence the success of inclusion. There is a need, then, for the development of a concise tool for measuring these. This paper describes the development of an improved scale for measuring sentiments, attitudes and concerns about inclusive education in pre-service teachers, based on an examination of data gathered from 996 pre-service teachers from five tertiary institutions using a modified version of the Interactions with People with Disabilities scale (Forlin, Jobling & Carroll, 2001; Gething, 1991, 1994), the Concerns about Inclusive Education Scale (Sharma & Desai, 2002), and the Attitudes Toward Inclusive Education Scale (Wilczenski, 1992, 1995). The scale has been developed with international use in mind, and the sample includes pre-service teachers in Singapore, Hong Kong, Australia, and Canada. Based on the statistical results, conceptual judgments, and a critique of content and format from an "expert group", a new scale, the Sentiments, Attitudes and Concerns about Inclusive Education scale (SACIE), is developed. The rationale behind the development of the scale is discussed.
|Publication status||Published - 2008|