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ERIC Number: EJ1090160
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1366-4530
Interpersonal and Relational Orientation among Pre-Service Educators: Differential Effects on Attitudes toward Inclusion of Students with Disabilities
McWhirter, Paula T.; Brandes, Joyce A.; Williams-Diehm, Kendra L.; Hackett, Shannon
Teacher Development, v20 n1 p1-17 2016
The purpose of this investigation was to determine the extent to which pre-service educators' interpersonal characteristics affected their attitudes toward teaching students with disabilities (inclusion), as measured by the FIRO-B and ATIES pre- and post-course. The FIRO-B was administered to assess expressed and wanted aspects of three interpersonal needs: personal inclusion, affection and control. The ATIES was administered to measure attitudes toward classroom inclusion of students with physical, academic, behavioral and social disabilities. Repeated measures ANOVAs revealed a main effect for wanted inclusion and an interaction effect for expressed inclusion and expressed affection on attitudes toward classroom inclusion. Ultimately, these findings reveal how unique relational characteristics may influence preparation initiatives and may encourage consideration of how individual factors may mediate teacher training and preparation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Fundamental Interpersonal Relations Orientation
Grant or Contract Numbers: N/A