Attitudes of Pre-service Teachers Toward Inclusion for Students Who Are Deaf. (December 2015)

• Record Type: Journal Article
• Authors: Yuknis, Christina
• Is Part Of: Deafness & education international. Volume 17:Number 4(2015)
• Page Start: 183
• Page End: 193
• Publication Date: 2015-12
• Subjects: inclusion -- pre-service teachers -- deaf education -- special education; Deaf -- Education -- Periodicals; Deafness -- Periodicals; Teachers of the deaf -- Periodicals; Deaf -- Rehabilitation -- Periodicals; 371.91205
• DOI: 10.1179/1557069X15Y.0000000003
• Languages: English
• ISSNs: 1464-3154

Abstract

Abstract : The success of inclusive education is largely dependent on teachers' perceptions, attitudes, and beliefs about where students with disabilities should be educated. This study examined pre-service teacher (PST) perspectives on inclusion for one subpopulation, students who are deaf, before and after taking a course that establishes the foundation for those perspectives in one teacher preparation programme. PSTs at one university, established for people who are deaf or hard-of-hearing, were asked to review case studies, identify an appropriate placement, and then identify the factors that influenced their decisions. Results indicate that these PSTs did not experience significant changes in attitude toward inclusion after taking an introductory course in special education. Implications for practise and future directions in research are considered.