Contact and Information as a Driver of Change towards Inclusive Education
DOI:
https://doi.org/10.7203/RASE.16.2.26326Keywords:
Attitudes, learners with disabilities, future teachers, inclusive education.
Abstract
Research on inclusive education shows that increasing the knowledge and contact of future teachers with people with disabilities positively favours their attitudes towards a better development of classroom work with children with disabilities. The aim of this research is to study the attitudes of future teachers towards students with disabilities and to examine the influence of certain socio-demographic variables such as age, sex and speciality. The quantitative methodology has been articulated through a questionnaire composed of 31 items for a non-probabilistic sample of 400 students of the Master’s Degree in Teacher Training in Secondary Education. The procedure consisted of a bivariate analysis using t-tests for equality of means and Spearman correlations, based on the Scale of Attitudes towards People with Disabilities (EAPD) by Arias et al., (2016). The software used is IBM SPSS Statistics 24.0. The findings show that training and contact with people with disabilities can reduce the uncertainties and insecurities of future teachers, enhancing inclusive education and improving teachers’ professional competences.
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Author Biographies
Natalia Simón Medina, Universidad de Castilla-La Mancha
María Ángeles Abellán López, Universidad de Valencia
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