Attitudes Towards Inclusive Schooling
A study on Students', TEachers' and Parents' attitudes
1st Edition
Published on 1. August 2018
134 pages
978-3-8309-8899-1 (ISBN)
Description
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.
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.
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Susanne Schwab
Attitudes Towards Inclusive Schooling
A study on Students', TEachers' and Parents' attitudes
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08/2018
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Content
1 - Book Cover [Seite 1]
2 - Imprint [Seite 4]
3 - Contents [Seite 5]
4 - Let me tell you a story. [Seite 9]
5 - Acknowledgements [Seite 11]
6 - Foreword [Seite 15]
7 - Abstract [Seite 17]
8 - Chapter 1: Introduction [Seite 19]
8.1 - 1.1 Introduction [Seite 19]
8.2 - 1.2Inclusive education in Austria [Seite 21]
8.2.1 - 1.2.1Assessment regulations and practice of SEN in Austria [Seite 21]
8.2.2 - 1.2.2Austrian's pathway towards inclusion [Seite 23]
8.2.3 - 1.2.3Austrian's actual situation of inclusive education [Seite 25]
8.2.3.1 - 1.2.3.1Numbers and facts [Seite 25]
8.2.3.2 - 1.2.3.2The social participation of students with SEN in inclusive education in Austria [Seite 26]
8.2.3.3 - 1.2.3.3Individualization and differentiation in Austrian's inclusive classes [Seite 27]
8.3 - 1.3Attitudes towards inclusive schooling [Seite 27]
8.3.1 - 1.3.1Definition of attitudes [Seite 30]
8.3.2 - 1.3.2Students' attitudes [Seite 31]
8.3.3 - 1.3.3Teachers' attitudes [Seite 34]
8.3.4 - 1.3.4Parents' attitudes [Seite 36]
8.3.5 - 1.3.5The link between students', teachers' and parents' attitudes [Seite 40]
9 - Chapter 2: The ATIS-STEP Study [Seite 43]
9.1 - 2.1 Purpose, research questions and hypotheses of the study [Seite 43]
9.1.1 - 2.1.1 Purpose of the study [Seite 43]
9.1.2 - 2.1.2Research questions [Seite 44]
9.2 - 2.2Method [Seite 46]
9.2.1 - 2.2.1Design and procedure [Seite 46]
9.2.2 - 2.2.2Sample [Seite 48]
9.2.2.1 - 2.2.2.1Sample of the quantitative study [Seite 48]
9.2.2.2 - 2.2.2.2Sample of the qualitative study [Seite 51]
9.2.3 - 2.2.3Measures [Seite 52]
9.2.3.1 - 2.2.3.1Assessing attitudes towards inclusive schooling of students with SEN [Seite 52]
9.2.3.2 - 2.2.3.2Assessing previous contact [Seite 54]
9.2.3.3 - 2.2.3.3Further variables [Seite 55]
9.3 - 2.3Data analysis [Seite 55]
9.4 - 2.4Results [Seite 56]
9.4.1 - 2.4.1Results of the quantitative study [Seite 56]
9.4.1.1 - 2.4.1.1Psychometric quality of the CATCH short version used [Seite 56]
9.4.1.2 - 2.4.1.2 Mean scores on the attitudes [Seite 60]
9.4.1.3 - 2.4.1.3Correlation between the attitudes towards students with LD, BD and students without SEN [Seite 78]
9.4.1.4 - 2.4.1.4Stability between the attitudes towards students with LD and BD over one school year [Seite 79]
9.4.1.5 - 2.4.1.5Correlations between the students', mothers', fathers' and teachers' attitudes towards students with LD, BD and students without SEN [Seite 80]
9.4.1.6 - 2.4.1.6Prediction of attitudes towards students with LD, BD and students without SEN [Seite 83]
9.4.2 - 2.5.1First results of the qualitative study [Seite 97]
9.4.2.1 - 2.5.1.1Linking the vignettes with students with SEN in the class [Seite 97]
9.4.2.2 - 2.5.1.2Advantages and disadvantages of inclusive schooling from the participants' perspective [Seite 99]
10 - Chapter 3: Discussion [Seite 107]
10.1 - 3.1Discussion of the used sample [Seite 107]
10.2 - 3.2Discussion of the used instrument [Seite 108]
10.3 - 3.3Interpreting the participants' attitudes towards students with and without SEN [Seite 109]
10.4 - 3.4Links between students', teachers' and parents' attitudes [Seite 112]
10.5 - 3.5The influence of contact on attitudes towards students with SEN [Seite 113]
10.6 - 3.6Prediction of the development of students' and parents' attitudes [Seite 114]
10.7 - 3.7Results from the qualitative part of the study [Seite 114]
10.8 - 3.8Summarizing the results of the study referring on the study's research hypothesis [Seite 116]
10.9 - 3.9Conclusion and future direction [Seite 117]
11 - References [Seite 119]
12 - List of Abbreviations [Seite 129]
13 - The Author [Seite 134]
2 - Imprint [Seite 4]
3 - Contents [Seite 5]
4 - Let me tell you a story. [Seite 9]
5 - Acknowledgements [Seite 11]
6 - Foreword [Seite 15]
7 - Abstract [Seite 17]
8 - Chapter 1: Introduction [Seite 19]
8.1 - 1.1 Introduction [Seite 19]
8.2 - 1.2Inclusive education in Austria [Seite 21]
8.2.1 - 1.2.1Assessment regulations and practice of SEN in Austria [Seite 21]
8.2.2 - 1.2.2Austrian's pathway towards inclusion [Seite 23]
8.2.3 - 1.2.3Austrian's actual situation of inclusive education [Seite 25]
8.2.3.1 - 1.2.3.1Numbers and facts [Seite 25]
8.2.3.2 - 1.2.3.2The social participation of students with SEN in inclusive education in Austria [Seite 26]
8.2.3.3 - 1.2.3.3Individualization and differentiation in Austrian's inclusive classes [Seite 27]
8.3 - 1.3Attitudes towards inclusive schooling [Seite 27]
8.3.1 - 1.3.1Definition of attitudes [Seite 30]
8.3.2 - 1.3.2Students' attitudes [Seite 31]
8.3.3 - 1.3.3Teachers' attitudes [Seite 34]
8.3.4 - 1.3.4Parents' attitudes [Seite 36]
8.3.5 - 1.3.5The link between students', teachers' and parents' attitudes [Seite 40]
9 - Chapter 2: The ATIS-STEP Study [Seite 43]
9.1 - 2.1 Purpose, research questions and hypotheses of the study [Seite 43]
9.1.1 - 2.1.1 Purpose of the study [Seite 43]
9.1.2 - 2.1.2Research questions [Seite 44]
9.2 - 2.2Method [Seite 46]
9.2.1 - 2.2.1Design and procedure [Seite 46]
9.2.2 - 2.2.2Sample [Seite 48]
9.2.2.1 - 2.2.2.1Sample of the quantitative study [Seite 48]
9.2.2.2 - 2.2.2.2Sample of the qualitative study [Seite 51]
9.2.3 - 2.2.3Measures [Seite 52]
9.2.3.1 - 2.2.3.1Assessing attitudes towards inclusive schooling of students with SEN [Seite 52]
9.2.3.2 - 2.2.3.2Assessing previous contact [Seite 54]
9.2.3.3 - 2.2.3.3Further variables [Seite 55]
9.3 - 2.3Data analysis [Seite 55]
9.4 - 2.4Results [Seite 56]
9.4.1 - 2.4.1Results of the quantitative study [Seite 56]
9.4.1.1 - 2.4.1.1Psychometric quality of the CATCH short version used [Seite 56]
9.4.1.2 - 2.4.1.2 Mean scores on the attitudes [Seite 60]
9.4.1.3 - 2.4.1.3Correlation between the attitudes towards students with LD, BD and students without SEN [Seite 78]
9.4.1.4 - 2.4.1.4Stability between the attitudes towards students with LD and BD over one school year [Seite 79]
9.4.1.5 - 2.4.1.5Correlations between the students', mothers', fathers' and teachers' attitudes towards students with LD, BD and students without SEN [Seite 80]
9.4.1.6 - 2.4.1.6Prediction of attitudes towards students with LD, BD and students without SEN [Seite 83]
9.4.2 - 2.5.1First results of the qualitative study [Seite 97]
9.4.2.1 - 2.5.1.1Linking the vignettes with students with SEN in the class [Seite 97]
9.4.2.2 - 2.5.1.2Advantages and disadvantages of inclusive schooling from the participants' perspective [Seite 99]
10 - Chapter 3: Discussion [Seite 107]
10.1 - 3.1Discussion of the used sample [Seite 107]
10.2 - 3.2Discussion of the used instrument [Seite 108]
10.3 - 3.3Interpreting the participants' attitudes towards students with and without SEN [Seite 109]
10.4 - 3.4Links between students', teachers' and parents' attitudes [Seite 112]
10.5 - 3.5The influence of contact on attitudes towards students with SEN [Seite 113]
10.6 - 3.6Prediction of the development of students' and parents' attitudes [Seite 114]
10.7 - 3.7Results from the qualitative part of the study [Seite 114]
10.8 - 3.8Summarizing the results of the study referring on the study's research hypothesis [Seite 116]
10.9 - 3.9Conclusion and future direction [Seite 117]
11 - References [Seite 119]
12 - List of Abbreviations [Seite 129]
13 - The Author [Seite 134]
