Schwab Attitudes Towards Inclusive Schooling

A study on Students', TEachers' and Parents' attitudes
1. Auflage 2018
ISBN: 978-3-8309-8899-1
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 134 Seiten

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.

Autoren/Hrsg.

Schwab, Susanne

Inhaltsverzeichnis

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