What concerns pre-service teachers about inclusive education: An international viewpoint?

Umesh SHARMA, Christine Irene FORLIN, Tim LOREMAN

Research output: Contribution to journalArticle

Abstract

This study examined concerns of 603 pre-service teachers regarding the inclusion of students with disabilities into regular schools prior to teachers obtaining training in special education. The sample of the study was selected from tertiary institutions located in Australia, Canada, Hong Kong, and Singapore. It was found that participants from Hong Kong and Singapore were significantly more concerned than participants from Australia and Canada. Three variables: confidence in teaching students with disabilities, knowledge of local disability policies or acts, and contact with persons with disabilities were found to be related significantly to their overall concern levels. The results of the study are discussed with possible implications for teacher educators. Copyright © 2007 Korean Educational Development Institute.
Original languageEnglish
Pages (from-to)95-114
JournalKEDI Journal of Educational Policy
Volume4
Issue number2
Publication statusPublished - Dec 2007

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disability
teacher
Singapore
Hong Kong
education
Canada
regular school
teacher training
special education
student
confidence
inclusion
contact
educator
human being
Teaching

Citation

Sharma, U., Forlin, C., & Loreman, T. (2007). What concerns pre-service teachers about inclusive education: An international viewpoint? KEDI Journal of Educational Policy, 4(2), 95-114.

Keywords

  • Concerns
  • Attitudes
  • Inclusive education
  • Pre-service teachers
  • Disabilities