{"title":"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。","authors":"Mia Hoffmann, Sonja Krämer, Friederike Zimmermann","doi":"10.3109/13668250.2025.2525659","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>Using a pre-post-follow-up design, data were collected from <i>N</i> = 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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p>","PeriodicalId":51466,"journal":{"name":"Journal of Intellectual & Developmental Disability","volume":" ","pages":"1-12"},"PeriodicalIF":1.9000,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Learning from people with disabilities: Investigating effects on pre-service teachers' beliefs and practices in inclusive education.\",\"authors\":\"Mia Hoffmann, Sonja Krämer, Friederike Zimmermann\",\"doi\":\"10.3109/13668250.2025.2525659\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>Using a pre-post-follow-up design, data were collected from <i>N</i> = 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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p>\",\"PeriodicalId\":51466,\"journal\":{\"name\":\"Journal of Intellectual & Developmental Disability\",\"volume\":\" \",\"pages\":\"1-12\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2025-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Intellectual & Developmental Disability\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3109/13668250.2025.2525659\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Intellectual & Developmental Disability","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3109/13668250.2025.2525659","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Learning from people with disabilities: Investigating effects on pre-service teachers' beliefs and practices in inclusive education.
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.
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.