Changing student teachers' attitudes towards disability and inclusion

Campbell, Jennifer, Gilmore, Linda, & Cuskelly, Monica (2003) Changing student teachers' attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), pp. 369-379.

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A total of 274 preservice teacher education students were surveyed at the beginning and end of a one-semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when interacting with people with disabilities. The study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion. It also demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.

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58 citations in Web of Science®

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ID Code: 4305
Item Type: Journal Article
Refereed: Yes
Keywords: down syndrome, inclusive education, preservice teacher education, student teacher attitudes
DOI: 10.1080/13668250310001616407
ISSN: 1469-9532
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2003 Taylor & Francis
Copyright Statement: First published in Journal of Intellectual & Developmental Disability 28(4):pp. 369-379.
Deposited On: 01 Jun 2006 00:00
Last Modified: 25 Mar 2013 08:16

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