Impact of Single-Case Pupil Descriptions on Student Teacher Attitudes towards Inclusive Education

Autor/inn/en	Röhm, Alexander; Schnöring, Annika; Hastall, Matthias R.
Titel	Impact of Single-Case Pupil Descriptions on Student Teacher Attitudes towards Inclusive Education
Quelle	In: Learning Disabilities: A Contemporary Journal, 16 (2018) 1, S. 37-58 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Forschungsbericht; Student Teacher Attitudes; Inclusion; Self Efficacy; Disabilities; Access to Education; Accessibility (for Disabled); Grade 5; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Comparative Education; Germany; Syria; Romania + Suchen Sie Ihr Suchwort? Inklusion; Self-efficacy; Selbstwirksamkeit; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Accessibility; Zugänglichkeit; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vergleichende Erziehungswissenschaft; Deutschland; Syrien; Rumänien
Abstract	Institutional and individual stigmatization are still major barriers for children with disabilities to access education. Teacher attitudes towards inclusive education play a crucial role in this regard, and are shaped by single-case descriptions from mass media or other sources. Building on exemplification theory and priming, two experiments with full factorial 3 × 2 × 2 × 2 between-designs investigated the infl uence of different descriptions of individual pupils on student teachers' generalized attitudes towards inclusive education. Study 1 (N = 416) examined the impact of pupil disability, behavior, origin, and sex. Study 2 (N = 706) examined the roles of pupil origin, behavior, sex, and school grades, as well as the respondents' teaching self-effi cacy as a moderator. The results support the general assumption that descriptions of individuals affect generalized attitudes towards inclusive education. Yet, the effect pattern is complex and occasionally counter-intuitive. Overall, the roles of pupil ethnic origin and teacher self-effi cacy deserve increased attention for creating inclusive education settings. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01