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ERIC Number: EJ787267
Record Type: Journal
Publication Date: 2007
Pages: 10
Abstractor: Author
Reference Count: 42
ISSN: ISSN-0888-4064
Epistemological Beliefs and Attitudes toward Inclusion in Preservice Teachers
Silverman, Jenzi C.
Teacher Education and Special Education, v30 n1 p42-51 Win 2007
Previous investigations suggest that in addition to positive attitudes toward inclusion, high-level beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in inclusive settings. This study examined the attitudes toward inclusion and epistemological belief status of 71 preservice general and special educators, along with the relationship between these variables. Participants, who completed written measures of these variables along with a demographic questionnaire, exhibited relatively positive attitudes toward inclusion and high-level epistemological beliefs. Also, those with higher-level epistemological beliefs were significantly more likely to hold more positive attitudes toward inclusion. Implications of findings for teacher education and further inquiry are discussed. (Contains 2 tables.)
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A