Netherlands: An exploratory study
- 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.
Author details: | Sauro CivitilloORCiDGND, Jan M. H. de Moor, Mathijs P. J. Vervloed |
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DOI: | https://doi.org/10.1111/1467-9604.12119 |
ISSN: | 0268-2141 |
ISSN: | 1467-9604 |
Title of parent work (English): | Support for Learning : British Journal of Learning Support |
Publisher: | Wiley |
Place of publishing: | Hoboken |
Publication type: | Article |
Language: | English |
Year of first publication: | 2016 |
Publication year: | 2016 |
Release date: | 2020/03/22 |
Tag: | beliefs; inclusive education; pre-service teachers; training teachers |
Volume: | 31 |
Number of pages: | 18 |
First page: | 104 |
Last Page: | 121 |
Peer review: | Referiert |
Institution name at the time of the publication: | Humanwissenschaftliche Fakultät / Profilbereich Bildungswissenschaften |