Postoje, obavy a emoce spojené s inkluzí u studentů pedagogických oborů
| Title in English | Sentiments, Attitudes and Concerns of Students of Education Asociated with Inclusioin |
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| Authors | |
| Year of publication | 2012 |
| Type | Chapter of a book |
| MU Faculty or unit | |
| Citation | |
| Description | Studies of attitudes of teachers and future teachers towards inclusion and their concerns associated with working in inclusive settings are conducted quite often in educational research, using variety of methodological strategies. Our research aimed to analyze attitudes of future teachers of different subjects towards inclusion, find out how these attitudes differ from attitudes of general population, and how attitudes of future special teachers differ from attitudes of general education teachers. We used data from a questionnaire survey, which combined modified vision of SACIE questionnaire and modified vision of Bogardus scale of social distance, measuring social acceptance of selected groups in society. The sample consisted of 155 students of Masaryk University studying either Special education or other programs focused on education. Our results show that being a student of a program focused on education (and even more Special education) is a major factor positively influencing social acceptance of people with different types of disabilities and attitudes towards inclusion. Students of special education expressed less concerns about working in inclusive settings than students of education. However, 36,2 % special education students are concerned about lack of own abilities to teach in inclusive classroom, 72 % are concerned about their ability to attend to all students and 91 % fear shortage of finances needed for inclusive education. |
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