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ERIC Number: EJ906041
Record Type: Journal
Publication Date: 2010-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1360-3116
Inclusion in Mexico: Ensuring Supportive Attitudes by Newly Graduated Teachers
Forlin, Chris; Cedillo, Ismael Garcia; Romero-Contreras, Silvia; Fletcher, Todd; Hernandez, Humberto Javier Rodriguez
International Journal of Inclusive Education, v14 n7 p723-739 Nov 2010
The inclusion of students with special education needs in regular schools in Mexico is slowly gaining momentum. Likewise, teacher training for inclusion is increasingly becoming an important aspect of preservice training. This research investigates the perceptions of 286 preservice teachers who are about to complete their general teacher training regarding their dispositions towards inclusion and their self-efficacy in being prepared to engage as inclusive practitioners. While greater training, experience and engagement with people with disabilities are all associated with more positive dispositions and higher levels of self-efficacy, many preservice teachers are about to complete their courses with nil or very limited experiences in these areas. The discussion focuses on the need for localised teacher education reform to address the different needs of preservice teachers within the highly rigid centralised curriculum that Escuelas Normales are required to implement. Without the flexibility to modify this national curriculum, it will remain extremely challenging to provide appropriate preservice teacher training for inclusion in Mexico. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico