Lise Lemoine, Thibault Bernier, Laurine Peter, Yvonnick Noël, Maud Besançon
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引用次数: 0
Abstract
Many international organizations have called on governments to make inclusive schooling for children with disabilities a priority. Although the number of children with disabilities enrolled in France’s mainstream schools has doubled over the last 15 years, inclusion rates vary according to type of disability and educational stage. Another important parameter is the efficacy of inclusive schooling, which may depend on teachers’ attitudes toward working with students with disabilities. In the present study, we used measures of 440 in-service teachers’ and 135 pre-service teachers’ attitudes toward inclusive education to investigate possible links between these attitudes and three variables: teacher status (pre-service vs. in-service), educational stage, and type of disability. Participants completed the Multidimensional Attitudes Toward Inclusive Education Scale between January and April 2021, giving responses with respect to inclusive education in general and to five categories of disabilities. In-service and pre-service teachers had similar attitudes toward inclusive education in general, but pre-service teachers had significantly more positive attitudes than in-service teachers toward students with cognitive disabilities, sensory disabilities, and motor disabilities. Our findings suggest ways for promoting the inclusion and well-being at school of both non-typically developing and typically developing children.
期刊介绍:
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.