Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12188/950
Title: Inclusive education: Pre-service teachers’ and preservice educators’ attitudes
Authors: Dimitrova Radojichikj, Daniela 
Chichevska Jovanova, Natasha 
Keywords: attitudes, inclusive education, students with disability, pre-service teachers, pre-service special educators
Issue Date: 2016
Source: Dimitrova-Radojichikj, D., Chichevska-Jovanova, N (2016). Inclusive education: Pre-service teachers’ and preservice educators’ attitudes. International journal for education, research and training, 2 (1): 144-54. (ISSN 1867-9841)
Journal: International Journal for Education, Research and Training
Abstract: According to Huber (2009), determination of factors that influence on pre-service teachers’ attitudes may provide information for making curriculum aimed at promoting desirable attitudes toward inclusion. In this context, a great number of researchers had studied variables related to pre-service teachers’ attitudes toward inclusion. While the results of some of these studies indicate that pre-service teacher has positive attitudes about the benefits of inclusion, others reveal concerns about the inclusive education of students with disability. This survey was conducted with students from the Institute of Special Education and Rehabilitation and Institute of Pedagogy, examining their attitudes toward inclusion of students with disabilities in regular schools. The Attitudes Toward Inclusion in Africa Scale (ATIAS) (Agbenyega, Deppeler & Harvey, 2005) was used to assess the pre-service teachers’ and pre-service special educators’ attitudes towards inclusive education. Results show that, in general, the majority of pre-service teachers and pre-service special educators support the concept of inclusion
URI: http://hdl.handle.net/20.500.12188/950
ISSN: 1867-9841
Appears in Collections:Faculty of Philosophy, Collection 04: Journal Articles / Статии во научни списанија

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