Pre-Service Teachers' Attitudes towards Inclusion of Students with High Support Needs in Regular Classrooms in Bangladesh

Autor/inn/en	Ahsan, Tariq; Sharma, Umesh
Titel	Pre-Service Teachers' Attitudes towards Inclusion of Students with High Support Needs in Regular Classrooms in Bangladesh
Quelle	In: British Journal of Special Education, 45 (2018) 1, S.81-97 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12211
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Inclusion; Special Needs Students; Regular and Special Education Relationship; Attitudes toward Disabilities; Visual Impairments; Braille; Sign Language; Individualized Education Programs; Semi Structured Interviews; Educational Change; Curriculum Development; Educational Policy; Mixed Methods Research; Multiple Regression Analysis; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Sonderpädagogischer Förderbedarf; Visual handicap; Sehbehinderung; Gebärdensprache; Individualized education program; Individualisierendes Lernen; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Bangladesch
Abstract	In the process of educational reforms for promoting equity and inclusion in education, pre-service teacher preparedness has been identified as a vital factor that has an impact on the success of inclusive education. Bangladesh, like other parts of the world, has taken various initiatives to promote inclusive education in the country context. This study is an attempt to explore factors related to pre-service teachers' preparedness for inclusive education in Bangladesh. The current study is an extension of the work completed in previous studies and specifically examined participants' attitudes and factors that influenced their attitudes. Following a mixed method design, this multi-phase study measured 1,623 pre-service teachers' attitudes towards inclusive education in phase 1. By applying a multiple regression procedure, several variables were identified that impacted on pre-service teachers' attitudes towards inclusion. The results indicated that Bangladeshi pre-service teachers hold a less positive attitude towards the inclusion of children who have high support needs (that is, those who use Braille or sign language, or those who need to have an Individualised Academic Programme). In order to better understand the findings about apprehensive attitudes among pre-service teachers, semi-structured interviews were conducted with six institutional heads of pre-service teacher education institutions. The interviews provided a new perspective on apprehensive attitudes among participants. Several curriculum reform suggestions are made that may have implications for policy-makers and researchers in Bangladesh and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01