What We Have Learned

Assessing Preservice Teachers' Attitudes Toward Children with Behavior Disorders

This project has been completed and our findings will be posted shortly.

As the trend towards inclusion continues, increasing concern is given to the next generation of teachers' attitudes towards the concept of inclusion. Consistent with the attitudes of established teachers, preservice teachers have been shown to hold more negative opinions towards students with behaviour difficulties, as compared to those with intellectual disabilities. They also appear to demonstrate less willingness to integrate students displaying behavioural difficulties, as compared to students with other types of exceptional needs (i.e., mobility problems, medical concerns). On the other hand, preservice teachers holding positive attitudes towards inclusion tend to select integrated educational placements as the optimal setting for students with exceptionalities, as compared to preservice teachers who hold negative opinions towards the concept of inclusion.

The limited number of studies that have examined the impact of Teacher Education Programs on attitudes towards inclusion have produced mixed results. For example, some researchers have found that special education coursework, in the absence of practicum experience, was effective in altering preservice teachers' attitudes towards inclusion, but others have found that special education coursework had little impact on preservice teachers' attitudes when individuals had already experienced practicum placements. However, the literature has yet to address the impact of practicum placement (in isolation of special education coursework) on attitudes towards inclusion, especially towards the inclusion of students with behaviour difficulties. In addition, preservice teachers' opinions towards optimal educational placements for students with exceptionalities have not been examined as a function of practicum experience.

The current study will compare the attitudes of elementary and secondary preservice teachers before and after practicum experiences. Specifically, attitudes towards the inclusion of students with behaviour difficulties, and opinions towards the best educational setting for students with exceptionalities, are being examined. Implications of this study may extend to how and where preservice teachers fulfill their practicum. In addition, this study will contribute to the literature concerning preservice teachers' attitudes towards inclusion.

This research is being supported by the 2004-2005 RACSN Studentship Award held by M.Ed. candidate, Amanda Williams.

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© 2009 The Centre for Inclusive Education, UWO