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ERIC Number: ED444323
Record Type: Non-Journal
Publication Date: 1999
Pages: 15
Abstractor: N/A
Reference Count: N/A
What Do Spanish General Education Preservice and Inservice Teachers Believe toward Inclusion?
Cardona, Cristina M.
This study explored the attitudes and beliefs of Spanish regular classroom teachers toward inclusion. The "Inclusion Attitudes and Beliefs" survey instrument was administered to 100 preservice and inservice regular classroom teachers enrolled in a postgraduate program before taking a special education course. Results indicated that the teachers' attitudes toward inclusion could be classified as either: (1) acceptance of primary responsibility for included students and the positive effects of inclusion, particularly in the social domain; or (2) strong reservations about work load, skills necessary to teach diverse students, and fear of eliminating the continuum of placements. No statistically significant differences were found between Spanish preservice and inservice teachers' beliefs and attitudes. The paper concludes that continuous teacher education focused on perceptions and attitudes is needed to enable teachers to work effectively with special needs students. The survey, with teacher responses for each question, is attached. (Contains 15 references.) (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain