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État de publication: Publiée (2019 Janvier )
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Nom de la rencontre: Symposium « What do I think and do about inclusive education and classroom management of emotional and behavioral difficulties : Portrait of preservice teachers »
Lieu: Hawaii, États-Unis
Résumé: Attitudes about inclusive education is influenced by the type of disability presented by students. Preservice teachers (PT), as for teachers in service, hold more negative attitudes towards the inclusion of students with emotional and behavioral difficulties (EBD) compared to those with learning difficulties (Cook, Cameron & Tankersley, 2007; Haq & Mundia, 2012; Markova, Pit-Ten Cate, Krolak-Schwerdt & Glock, 2016). As numerous studies closely relate attitudes of teachers to their behavior and, moreover, their intervention choice, attitudes can be useful in predicting behavior of PT (MacFarlane & Woolfson, 2013). The aim of this study is to get a more thorough comprehension of attitudes maintained by toward students with EBD by PT. Methods Participants were 1475 PT enrolled in a regular or special teacher education program. They answered the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES : Mahat, 2008) adapted for students with EBD, that measures 3 aspects of attitudes: affective (6 items, α = .80), cognitive (6 items, α = .71) and behavioral (6 items, α = .84) . Results Globally, PT’s attitudes toward inclusion are somewhat positive but vary significantly depending on different aspects of attitudes. Surprisingly, paired t tests revealed that behavioral aspects are significantly more positive than affective and cognitive aspects. ANOVAs revealed significant differences according to gender, training programs (regular versus special education), years of training. No differences are observed according to training received regarding behavioral difficulties, but negative correlations are observed with hours of field experience. Conclusions PT’s attitudes toward inclusion are relatively more positive than negative, and self-report results about behavior attitudes suggest their willingness to support EBD inclusion. However, a systematic decrease in these attitudes over the years, as well as negative relationships between PS teachers' attitudes and hours of field experience, raises questions about the effect of training received and the support offered.
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