General Education Pre-Service Teachers' Attitudes toward Inclusion in Egypt

Autor/in	El-Ashry, Fathi Rezk
Titel	General Education Pre-Service Teachers' Attitudes toward Inclusion in Egypt
Quelle	(2009), (142 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-7422-6
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teachers; Negative Attitudes; Measures (Individuals); Foreign Countries; Student Teacher Attitudes; Mainstreaming; Disabilities; Questionnaires; Regular and Special Education Relationship; Mental Retardation; Emotional Disturbances; Behavior Disorders; Symptoms (Individual Disorders); Age Differences; Interpersonal Relationship; Familiarity; Inclusion; Egypt + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Negative Fixierung; Messdaten; Ausland; Handicap; Behinderung; Fragebogen; Geistige Behinderung; Gefühlsstörung; Psychiatrische Symptomatik; Age; Difference; Age difference; Altersunterschied; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Inklusion; Ägypten
Abstract	Research on pre-service teachers' perspectives toward inclusion in the Egyptian context is almost non-existent. Given this dearth of research, the purpose of this study was to examine pre-service teachers' attitudes toward including students with special needs in general education classrooms in Egypt. More specifically, this study examined the general attitudes of pre-service teachers toward inclusion and the variables that are believed to be associated with these attitudes. Investigating pre-service teachers' attitudes toward inclusion is important to understanding factors that contribute to the formation and change of these attitudes, and the extent to which teacher education makes a difference for pre-service teachers. To examine pre-service teachers' attitudes, a cross-sectional study was designed. Sixteen-hundred and twenty five pre-service teachers, who were sophomores, juniors, and seniors studying general pre-service education, were surveyed at a single point in time. All participants were undergraduates who majored in elementary and secondary education at the Kafrelsheikh University in Egypt. The inclusive attitudes of these pre-service teachers were measured using the Pre-service Teachers' Attitudes toward Inclusion questionnaire. Data were analyzed using a two-way between-subjects analysis of variance. Results showed that pre-service teachers held more negative than positive attitudes toward the inclusion of students with disabilities in general education classrooms. However, pre-service teachers in this study had more negative attitudes toward the inclusion of children with mental retardation and emotional and behavioral disorders than they did toward students with other disabilities. Sophomores exhibited significantly more positive attitudes toward inclusion than both juniors and seniors while there were statistically non-significant differences between juniors and seniors. Furthermore, pre-service teachers who reported social relationships with persons who have disabilities exhibited more positive attitudes toward inclusion than pre-service teachers who did not report such relationships. The qualitative analysis of the written responses to the third part of the questionnaire revealed that pre-service teachers appeared unsupportive of the general concept of inclusion, and believed that the general education classroom was often not the most appropriate setting for students with special needs. The implications and recommendations based on these results are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10