Swedish Final Year Early Childhood Preservice Teachers' Attitudes, Concerns and Intentions towards Inclusion

Autor/inn/en	Uusimaki, Liisa; Garvis, Susanne; Sharma, Umesh
Titel	Swedish Final Year Early Childhood Preservice Teachers' Attitudes, Concerns and Intentions towards Inclusion
Quelle	In: Journal of International Special Needs Education, 23 (2020) 1, S.23-32 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
Schlagwörter	Foreign Countries; Preservice Teacher Education; Preservice Teachers; Student Attitudes; Inclusion; Intention; Students with Disabilities; Regular and Special Education Relationship; Self Efficacy; Teacher Effectiveness; Predictor Variables; Early Childhood Education; Early Childhood Teachers; Sweden + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Prädiktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	This article explores ninety-seven (n=97) Swedish Early Childhood (EC) preservice teachers' attitudes, concerns, and intentions to include children with disabilities in regular classrooms. A six-part self-reporting questionnaire was used to examine participants' attitudes, concerns, efficacy, and intentions toward inclusion. The results showed that although the Swedish EC preservice teachers' in this study expressed 'some' concern about working with children the results indicated a high degree of teacher efficacy. To determine predictors of participants' intentions and use of inclusive practices a series of regression analysis were undertaken. Knowledge of local legislation emerged as significant predictor of participants' intention scores. Teaching efficacy scores were significant predictors for both intention and use of inclusive practices. The results are discussed in the context of the Swedish idea 'a school for all' with a focus on the Swedish preschool teacher education program. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01