Epistemological Beliefs and Attitudes Toward Inclusion in Pre-service Teachers

Abstract

Previous investigations suggest that in addition to positive attitudes toward inclusion, high-level beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in inclusive settings. This study examined the attitudes toward inclusion and epistemological belief status of 71 pre-service general and special educators, along with the relationship between these variables. Participants, who completed written measures of these variables along with a demographic questionnaire, exhibited relatively positive attitudes toward inclusion and high-level epistemological beliefs. Also, those with higher-level epistemological beliefs were significantly more likely to hold more positive attitudes toward inclusion. Implications of findings for teacher education and further inquiry are discussed.