Pre-service teachers' beliefs about inclusive education in the Netherlands: ln exploratory study.

• Autores: Sauro Civitillo, Jan M.H. Moor, Mathijs P.J. Vervloed
• Localización: Support for learning, ISSN 0268-2141, Vol. 31, Nº. 2, 2016, págs. 104-121
• Idioma: inglés
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• Resumen

  • Teachers' beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed. [ABSTRACT FROM AUTHOR]