ERIC Number: EJ1238243
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
EISSN: N/A
The Mediation Effect of Preservice Teacher Attitude toward Inclusion for Students with Autism in South Korea: A Structural Equation Modelling Approach
Hong, Saahoon; Hoon Ryoo, Ji; Lee, Misuk; Noh, Jina; Shin, Jaehyun
International Journal of Inclusive Education, v24 n1 p15-32 2020
Giving preservice teachers experience in working with students with autism is essential for successful teacher preparation. Structural equation modelling was employed to identify the factors affecting preservice teachers' attitudes toward the use of inclusive settings for students with autism. The results indicated that their coursework influenced attitudes toward full inclusion both directly and indirectly, but had no effect on their perceptions of partial inclusion and self-contained classroom settings. Preservice teachers' beliefs toward special education exerted a mediation effect between special education coursework and full inclusion. Similarly, preservice teacher attitudes toward students with autism presented a mediation effect between field experience and inclusion.
Descriptors: Inclusion, Pervasive Developmental Disorders, Student Attitudes, Preservice Teachers, Special Education, Structural Equation Models, Attitudes toward Disabilities, Teaching Experience, Self Contained Classrooms, Preservice Teacher Education, Foreign Countries, Student Teaching, Special Education Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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 - Location: South Korea
Grant or Contract Numbers: N/A