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ERIC Number: EJ974924
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0022-0671
Comparison of Brunei Preservice Student Teachers' Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education
Haq, Faridah Serajul; Mundia, Lawrence
Journal of Educational Research, v105 n5 p366-374 2012
The authors investigated and compared Brunei trainee teachers' attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs. (Contains 4 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
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brunei