Teacher education students attitude towards inclusive education

Abstract

Attitudes towards developing an inclusive classroom appear to be influenced by the level of knowledge a teacher has acquired. Skipper (1996) conducted a study of pre-service teachers and found that while the attitudes of participants were mainly positive towards inclusion, it was those students who had completed a methods course where attitudes towards inclusion were more positive. Greene (1998) also examined the attitudes of pre-service teachers and identified knowledge as a major variable in the development of receptive attitudes towards develop an inclusive classroom. This paper reports on a study of the effect of a preservice teacher education course on the attitudes of final year Bachelor of Education students towards inclusive education. The study investigates if there is a link between the development of knowledge and skills related to inclusive education and attitudes toward inclusive education. The study is important because it explores the effects of knowledge on the attitudes of teacher education students. The purpose of conducting this research within teacher education is a basic one. The results of this study will serve to inform possible directions of future courses on inclusive education in the Bachelor of Education program. As well it serves as a means to improve our own practices by reflecting on and refining our curriculum and instruction.