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Attitudes Towards Inclusive Schooling A study on Students', TEachers' and Parents' attitudes

:	Susanne Schwab
:	Attitudes Towards Inclusive Schooling A study on Students', TEachers' and Parents' attitudes
:	Waxmann Verlag GmbH
:	9783830988991
:	1
:	CHF 24.50
:

:	Pädagogik
:	English

:	134
:	kein Kopierschutz
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:	PDF

Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed.

Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.

	Book Cover	1
	Imprint	4
	Contents	5
	Let me tell you a story…	9
	Acknowledgements	11
	Foreword	15
	Abstract	17
	Chapter 1: Introduction	19
	1.1 Introduction	19
	1.2Inclusive education in Austria	21
	1.2.1Assessment regulations and practice of SEN in Austria	21
	1.2.2Austrian’s pathway towards inclusion	23
	1.2.3Austrian’s actual situation of inclusive education	25
	1.2.3.1Numbers and facts	25
	1.2.3.2The social participation of students with SEN in inclusive education in Austria	26
	1.2.3.3Individualization and differentiation in Austrian’s inclusive classes	27
	1.3Attitudes towards inclusive schooling	27
	1.3.1Definition of attitudes	30
	1.3.2Students’ attitudes	31
	1.3.3Teachers’ attitudes	34
	1.3.4Parents’ attitudes	36
	1.3.5The link between students’, teachers’ and parents’ attitudes	40
	Chapter 2: The ATIS-STEP Study	43
	2.1 Purpose, research questions and hypotheses of the study	43
	2.1.1 Purpose of the study	43
	2.1.2Research questions	44
	2.2Method	46
	2.2.1Design and procedure	46
	2.2.2Sample	48
	2.2.2.1Sample of the quantitative study	48
	2.2.2.2Sample of the qualitative study	51
	2.2.3Measures	52
	2.2.3.1Assessing attitudes towards inclusive schooling of students with SEN	52
	2.2.3.2Assessing previous contact	54
	2.2.3.3Further variables	55
	2.3Data analysis	55
	2.4Results	56
	2.4.1Results of the quantitative study	56
	2.4.1.1Psychometric quality of the CATCH short version used	56
	2.4.1.2 Mean scores on the attitudes	60
	2.4.1.3Correlation between the attitudes towards students with LD, BD and students without SEN	78
	2.4.1.4Stability between the attitudes towards students with LD and BD over one school year	79
	2.4.1.5Correlations between the students’, mothers’, fathers’ and teachers’ attitudes towards students with LD, BD and students without SEN	80
	2.4.1.6Prediction of attitudes towards students with LD, BD and students without SEN	83
	2.5.1First results of the qualitative study	97
	2.5.1.1Linking the vignettes with students with SEN in the class	97
	2.5.1.2Advantages and disadvantages of inclusive schooling from the participants’ perspective	99
	Chapter 3: Discussion	107
	3.1Discussion of the used sample	107
	3.2Discussion of the used instrument	108
	3.3Interpreting the participants’ attitudes towards students with and without SEN	109
	3.4Links between students’, teachers’ and parents’ attitudes	112
	3.5The influence of contact on attitudes towards students with SEN	113
	3.6Prediction of the development of students’ and parents’ attitudes	114
	3.7Results from the qualitative part of the study	114
	3.8Summarizing the results of the study referring on the study’s research hypothesis	116
	3.9Conclusion and future direction	117
	References	119
	List of Abbreviations	129
	The Author	134