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Preservice Teachers' Attitudes Toward Inclusion and Self-efficacy in the Classroom

Baker, Erin Catherine
http://orcid.org/0000-0003-2376-9296
http://rave.ohiolink.edu/etdc/view?acc_num=miami165601566178979

Abstract Details

2022, Specialist in Education, Miami University, School Psychology.
This study examined the relationship between preservice special education teachers’ attitudes toward inclusion and their level of perceived self-efficacy in teaching inclusive practices. The data collected was analyzed with Rasch to determine which aspects of attitudes toward inclusion and self-efficacy of inclusive practice components are easier or harder to agree with. This hierarchy highlighted that the preservice special education teachers surveyed are well versed in collaboration with other professionals, new teaching models, and setting expectations for students. However, it is harder for preservice teachers to endorse having training or knowledge of specific special education laws to effectively support students with disabilities. Preservice teachers also indicated lacking prevention and management strategies for students with interfering behaviors in the classroom. The comparison outcomes suggest that there is a weak positive correlation between how preservice teachers responded on the TATIS and TEIP scales. The current professional role of the preservice teachers had no significant impact on their responses for both the TATIS and TEIP scales. However, the study highlighted some implications for teacher training having a focus on special education laws, interfering behavior prevention and classroom management, and individualized instruction models for students with specific needs.
Jason Abbitt (Advisor)
Kevin Bush (Committee Member)
William Boone (Committee Member)
Sarah Watt (Committee Member)
32 p.
Educational Psychology; Special Education
inclusion; attitudes; attitudes toward inclusion; self-efficacy; self-efficacy in the classroom; preservice teachers; special education teachers; preservice teachers' attitudes toward inclusion; preservice teachers' self-efficacy in the classroom; Rasch analysis; teaching inclusive practices; inclusive practices

Recommended Citations

Citations

  • Baker, E. C. (2022). Preservice Teachers' Attitudes Toward Inclusion and Self-efficacy in the Classroom [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami165601566178979

    APA Style (7th edition)

  • Baker, Erin. Preservice Teachers' Attitudes Toward Inclusion and Self-efficacy in the Classroom . 2022. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami165601566178979.

    MLA Style (8th edition)

  • Baker, Erin. "Preservice Teachers' Attitudes Toward Inclusion and Self-efficacy in the Classroom ." Doctoral dissertation, Miami University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=miami165601566178979

    Chicago Manual of Style (17th edition)

miami165601566178979
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© 2022, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.