Pre-Service Teachers' Attitudes, Concerns and Sentiments about Inclusive Education: An International Comparison of Novice Pre-Service Teachers.

TLDR

Pre‑service training is an optimal period to address educators’ concerns and reshape negative attitudes toward inclusive education. The study examines pre‑service teachers’ concerns, attitudes, and comfort interacting with students with disabilities regarding inclusive education. Perceptions were collected from pre‑service teachers in Australian, Canadian, Hong Kong, and Singaporean universities before they engaged in inclusive‑education units. Western students displayed more positive attitudes and concerns than Eastern peers, and overall pre‑service teachers showed greater positivity and confidence when they had additional training or experience with people with disabilities.

Abstract

This study investigates the nature of concerns and attitudes held by preservice teachers regarding inclusive education and their degree of comfort on interaction with people with disabilities. Pre-service training may be the optimal time to address educators’ concerns and alter any negative attitudes about inclusive education. This paper reports the perceptions of pre-service teachers prior to their involvement in units of work focusing specifically on inclusive education in universities located in Australia, Canada, Hong Kong, and Singapore. Results indicate significant differences exist between the students in the eastern countries of Singapore and Hong Kong, and those in the western countries of Canada and Australia. Participants in the Western countries tended to have more positive sentiments and attitudes towards students with disabilities, and more concerns than their Eastern counterparts. The study also suggests that in most instances pre-service teachers have more positive attitudes towards people with disabilities and inclusion, and more confidence in implementing inclusive practice when they have had additional training and / or experience with people with disabilities.