Download full text
Download full text
ERIC Number: EJ1179951
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Impact of Single-Case Pupil Descriptions on Student Teacher Attitudes towards Inclusive Education
Röhm, Alexander; Schnöring, Annika; Hastall, Matthias R.
Learning Disabilities: A Contemporary Journal, v16 n1 p37-58 2018
Institutional and individual stigmatization are still major barriers for children with disabilities to access education. Teacher attitudes towards inclusive education play a crucial role in this regard, and are shaped by single-case descriptions from mass media or other sources. Building on exemplification theory and priming, two experiments with full factorial 3 × 2 × 2 × 2 between-designs investigated the infl uence of different descriptions of individual pupils on student teachers' generalized attitudes towards inclusive education. Study 1 (N = 416) examined the impact of pupil disability, behavior, origin, and sex. Study 2 (N = 706) examined the roles of pupil origin, behavior, sex, and school grades, as well as the respondents' teaching self-effi cacy as a moderator. The results support the general assumption that descriptions of individuals affect generalized attitudes towards inclusive education. Yet, the effect pattern is complex and occasionally counter-intuitive. Overall, the roles of pupil ethnic origin and teacher self-effi cacy deserve increased attention for creating inclusive education settings.
Descriptors: Student Teacher Attitudes, Inclusion, Self Efficacy, Disabilities, Access to Education, Accessibility (for Disabled), Grade 5, Foreign Countries, Elementary School Teachers, Secondary School Teachers, Comparative Education
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Authoring Institution: N/A
Identifiers - Location: Germany; Syria; Romania