ERIC Number: EJ1032777
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
EISSN: N/A
Factors Related to Pre-Service Teachers' Attitudes towards Inclusion: A Case for Zambia
Muwana, Florence Chuzu; Ostrosky, Michaelene M.
International Journal of Inclusive Education, v18 n8 p763-782 2014
Inclusive education has become a global trend in the provision of services for students with disabilities. In Zambia and other developing nations, international initiatives from UNESCO and other nongovernmental organisations have contributed to the consensus that all children have a right to a free and appropriate education and that all students with disabilities should be educated in inclusive settings. This study examined Zambian university students' attitudes towards including students with disabilities in general education classrooms. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Zambia. Questionnaires were distributed to 497 Zambian university students. Four hundred and eighty-four questionnaires were included in the analysis, resulting in a response rate of 97%. Results of the study indicated that, overall, Zambian university students hold positive attitudes towards inclusion. Several factors were found to be related to the students' attitudes towards inclusion.
Descriptors: Preservice Teachers, Student Teacher Attitudes, Attitudes toward Disabilities, Inclusion, Performance Factors, Case Studies, Questionnaires, College Students, Likert Scales, Beliefs, Educational Practices, Foreign Countries
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
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zambia
Grant or Contract Numbers: N/A