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ERIC Number: EJ843266
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-1555-6913
Teacher Education Students' Beliefs of Inclusion and Perceived Competence to Teach Students with Disabilities in Spain
Cardona, Cristina M.
Journal of the International Association of Special Education, v10 n1 p33-41 Spr 2009
The practical difficulties of including students with disabilities and diverse educational needs into regular classrooms are apparent in all countries around the world. Successful implementation of the policy of inclusion depends largely on teachers having the knowledge, skills, and competency necessary to make it work. This article presents the results of a study investigating current Spanish student teachers' beliefs of the inclusion of students with disabilities and perceived competence to teach them in inclusive classrooms. Results indicated that the majority of respondents agreed with the philosophy of inclusive education but feel slightly competent to teach and manage their behavior in inclusive settings compared with the respondents perceived competence of inservice regular and special education teachers. These findings reveal ambivalence and result in several implications for the design of the new Initial Teacher Education (ITE) programs at the University of Alicante in concordance with the process of the European Convergence in Higher Education. (Contains 3 tables.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain