Comparison of Brunei Preservice Student Teachers' Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education

Autor/inn/en	Haq, Faridah Serajul; Mundia, Lawrence
Titel	Comparison of Brunei Preservice Student Teachers' Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education
Quelle	In: Journal of Educational Research, 105 (2012) 5, S.366-374 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2011.627399
Schlagwörter	Student Teachers; Inclusion; Teacher Education Programs; Disabilities; Foreign Countries; Student Teacher Attitudes; Comparative Analysis; Measures (Individuals); Gender Differences; Student Needs; Brunei + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inklusion; Handicap; Behinderung; Ausland; Messdaten; Geschlechterkonflikt
Abstract	The authors investigated and compared Brunei trainee teachers' attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10