TY  - JOUR
A1  - Civitillo, Sauro
A1  - de Moor, Jan M. H.
A1  - Vervloed, Mathijs P. J.
T1  - Netherlands: An exploratory study
JF  - Support for Learning : British Journal of Learning Support
N2  - Teachers’ beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty-nine primary pre-service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre-service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed.
KW  - inclusive education
KW  - pre-service teachers
KW  - training teachers
KW  - beliefs
Y1  - 2016
U6  - https://doi.org/10.1111/1467-9604.12119
SN  - 0268-2141
SN  - 1467-9604
VL  - 31
SP  - 104
EP  - 121
PB  - Wiley
CY  - Hoboken
ER  -