Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities
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Authors
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Publication date
22.03.2021
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Type
01A - Journal article
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Parent work
Frontiers in Education
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Volume
6
Issue / Number
650236
Pages / Duration
13
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Frontiers
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Abstract
The findings show that the student teachers report significantly more positive contact with people with disability than negative ones. At the same time, student teachers who are in contact with people with disabilities report a significantly more positive attitude toward inclusion at the beginning of the term, and a higher self-efficacy in dealing with disruptive behavior and interdisciplinary cooperation, as well as an individualizing teaching structure. They also report fewer concerns and negative attitudes than student teachers without such contact. Contact with people with disabilities was significantly related to an anticipated willingness to take on an inclusive class.
Keywords
Inklusion, Einstellungen, Lehrpersonen
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ISSN
2504-284X
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
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Peer review of the complete publication
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Citation
Kunze, A., Luder, R., & Kassis, W. (2021). Beliefs and attitudes toward inclusion of student teachers and their contact with people with disabilities. Frontiers in Education, 6(650236), 13. https://doi.org/10.3389/feduc.2021.650236