Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Preservice Teachers’ Attitudes Toward Inclusive Education Policy in the United States

  • Paul M. Ajuwon, Ph.D. (Author) Missouri State University image/svg+xml
    Paul M. Ajuwon, Ph.D. is the current Coordinator of the Blindness and Low Vision Program and the Orientation and Mobility Program at Missouri State University, Springfield, MO. Prior to his current position, Dr. Ajuwon was the Principal of the Idaho School for the Deaf and the Blind, Gooding, ID, and also worked as a Teacher/Consultant in the Cleveland Municipal School District of Ohio. His research interest include: Braille literacy, assistive technology, inclusive education, family quality of life, and international education and leadership studies.
  • Effie Laman, Ed.D., (Author) Digital Media Academy
    Dr. Effie Laman is the current Special Education Director for Digital Arts Media Academy (DATA), Albuquerque, NM. Previously, Dr. Laman worked at Texas Tech University and New Mexico Highlands University in teacher preparation. Dr. Laman’s teaching and research interests involve issues of diversity and inclusion of students with disabilities in general education and community settings. Other interests include the collaboration processes of special education and enhancing the effectiveness of those processes.
  • John C. Earle, Ph.D. (Author) Concordia University College of Alberta image/svg+xml
    Dr. John Christopher (Chris) Earle is a professor in the Biology and Environmental Sciences Department of Concordia University College of Alberta, Edmonton, Alberta, Canada. He is a biostatistician with research interests in aquatic ecology. His current research involves use of genomic bioassays to evaluate water quality in freshwater ecosystems impacted by oil contamination. He is also a member of two international groups investigating educational issues related to wholistic schooling, including inclusive education.
DOI
https://doi.org/10.64546/jaasep.226
Abstract
The attitudes of 224 preservice teachers from eight universities in the United States were measured to determine if participants’ sentiments, attitudes, and concerns about inclusion can be positively affected through a single course, i.e., using pre and post data gathered with one instrument. There were significant differences between a number of institutions’ pre and post attitudes, sentiments, and concerns that likely stem from variations in the curricula and timing of the individual courses. Key demographic variables appeared to significantly account for the wide range of responses in sentiments, attitudes and concerns in both the pre- and post-training surveys. The percent variance explained by each demographic variable indicates the most influential factors were the level of confidence in one’s ability to teach in an inclusive setting, the candidates’ level of interactions with persons with a disability, previous training related to working with persons with a disability, knowledge of legislation and policy regarding inclusion, and in their previous experience teaching students with disabilities. Legislation and policy can easily be taught in inclusive programs, but important factors relating to confidence and experience with persons with a disability require "real world", structured opportunities to promote inclusion.
Keywords
Inclusion, Program Effectiveness, Preservice Teachers, Student Attitudes, Student Characteristics, Training
References

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There are 25 references in total.
How to Cite
Ajuwon, P. M., Laman, E., & Earle, J. C. (2014). Preservice Teachers’ Attitudes Toward Inclusive Education Policy in the United States. Journal of the American Academy of Special Education Professionals, 9(1), 5-26. https://doi.org/10.64546/jaasep.226

Winter 2014

Article Information

  • Article Type Articles
  • Submitted January 7, 2014
  • Published February 15, 2014
  • Issue Winter 2014
  • Section Articles
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