Pre-Service Teachers’ Attitudes Toward Inclusive Education
- DOI
- 10.2991/iciap-18.2019.50How to use a DOI?
- Keywords
- inclusive education, attitudes, pre-service teachers, children with special needs, college student
- Abstract
Implementing inclusive education requires not only facilities and physical support but also human resources, in this case pre-service teachers. Pre-service teachers, who come from different educational backgrounds, are one of the most important components in implementing inclusive education due to their interactions with special needs children. This study aims to compare the attitudes of pre-service teachers toward inclusive education based on experiences of direct interaction, training, and teaching special needs children. Participants are college students in Jakarta majoring in Teacher Training, early childhood education, and special education. The attitudes of pre-service teachers toward inclusive education are measured by the Multidimensional Attitudes toward Inclusive Education instrument. The results of the independent-sample t-test indicated that there are significant mean score differences between the two groups—Early Childhood Education majors (M = 76.84, SD = 10.155) and Special Education majors (M = 86.26, SD = 9.275) with significance p <.005. Subsequent regression analysis demonstrated that training experience and experience teaching special needs children contributed differentially to pre-service teachers’ attitudes toward inclusive education.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Fika Fatia Qandhi AU - Farida Kurniawati PY - 2019/08 DA - 2019/08 TI - Pre-Service Teachers’ Attitudes Toward Inclusive Education BT - Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018) PB - Atlantis Press SP - 588 EP - 601 SN - 2352-5398 UR - https://doi.org/10.2991/iciap-18.2019.50 DO - 10.2991/iciap-18.2019.50 ID - Qandhi2019/08 ER -