Learning from people with disabilities: Investigating effects on pre-service teachers' beliefs and practices in inclusive education.

IF 1.9 4区医学 Q1 EDUCATION, SPECIAL

Journal of Intellectual & Developmental Disability Pub Date : 2025-07-03 DOI:10.3109/13668250.2025.2525659

Mia Hoffmann, Sonja Krämer, Friederike Zimmermann

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Abstract

Background: Teachers' beliefs are conducive to inclusion at school. Based on the intergroup contact theory, this study examined short - and long-term effects of an innovative contact intervention on pre-service teachers' beliefs and inclusive practices.

Method: Using a pre-post-follow-up design, data were collected from N = 356 pre-service teachers in university teacher training, divided into an intervention group attending a seminar session with people with intellectual disabilities as lecturers and a comparison group following the standard curriculum.

Results: Structural equation modelling indicated that the intervention influenced pre-service teachers' beliefs (attitudes, modern prejudices, self-efficacy) in the short term; there was no evidence of long-term effects, such as on inclusive practices.

Conclusion: Incorporating interactive contact with people with disabilities into university teacher training could be an additional contribution to preparing teachers for inclusive education. An appropriate target for future research is to explore the mechanisms underlying changes in inclusion-related beliefs.

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向残疾人学习：调查对职前教师全纳教育的信念和实践的影响。

背景：教师的信仰有利于学校的包容。基于群体间接触理论，本研究考察了创新接触干预对职前教师信念和包容性实践的短期和长期影响。方法：采用前-后随访设计，对参加大学教师培训的N = 356名职前教师进行数据收集，将其分为干预组（以智障人士为主讲人）和对照组（以标准课程为主讲人）。结果：结构方程模型显示，干预在短期内影响职前教师的信念（态度、现代偏见、自我效能感）；没有证据表明有长期影响，比如对包容性做法的影响。结论：将与残疾人的互动接触纳入大学教师培训可能是为教师准备全纳教育的额外贡献。未来研究的一个适当目标是探索包容性相关信念变化的机制。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Intellectual & Developmental Disability Multiple-

CiteScore

3.40

自引率

7.70%

发文量

期刊介绍： Journal of Intellectual & Developmental Disability (formerly the Australia and New Zealand Journal of Developmental Disabilities) is the official journal of the Australasian Society for the Study of Intellectual Disability (ASSID). JIDD is an international, multidisciplinary journal in the field of intellectual and developmental disability. The journal publishes original qualitative and quantitative research papers, literature reviews, conceptual articles, brief reports, case reports, data briefs, and opinions and perspectives.