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ERIC Number: EJ1114026
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1360-3116
Supporting the Transition to Inclusive Education: Teachers' Attitudes to Inclusion in the Seychelles
Main, Susan; Chambers, Dianne J.; Sarah, Paulette
International Journal of Inclusive Education, v20 n12 p1270-1285 2016
The inclusion of children with disability in regular classroom settings has been identified worldwide as crucial to the provision of effective education for all children and to the creation of more inclusive societies. To this end there has been significant focus on pre-service and in-service teacher education to ensure that teachers are adequately prepared to teach in inclusive classrooms. When delivering a unit on inclusive education in the Seychelles, which was developed in Australia, we considered it essential to determine the suitability of the unit in supporting Seychellois teachers to teach inclusively. Teachers' attitudes and beliefs about people with disability are two aspects that have consistently been shown to impact on a teacher's willingness to include children with disability. Therefore, the Seychellois teachers were asked to complete questionnaires in the first and final weeks of the semester in which the teachers undertook the unit. The two sets of responses were analysed to determine significance and effect sizes of any change in attitudes and beliefs. Data revealed that the Seychellois teachers reported more positive attitudes and beliefs about the inclusion of children with disability in regular classrooms after completing the unit, suggesting that the unit of study was suitable for the Seychellois context.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Seychelles
Grant or Contract Numbers: N/A