Universität zu Köln

Kessels, Ursula, Erbring, Saskia and Heiermann, Liesel (2014). Student Teachers' Implicit Attitudes towards Inclusion. Psychol. Erzieh. Unterr., 61 (3). S. 189 - 203. MUNICH 19: ERNST REINHARDT GMBH CO VERLAG. ISSN 0342-183X

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Abstract

Following the UN-Convention on the Rights of Persons with Disabilities, the school system in Germany aims at implementing inclusive schools. This study seeks to understand the attitudes of teacher training students towards the concept of inclusion. While existing studies focus mainly on the supposed benefits of inclusion, less is known on teachers' affective attitudes regarding inclusion. Using the Implicit Association Test, the present study measures the implicit, non conscious attitudes towards inclusion (relative to tracked school system) in a sample of N = 81 teacher training students. Results show that on average, teacher training students have positive implicit attitudes towards inclusion. The more contact to persons with disabilities and the more contact with the topic inclusion students reported, the more positive their implicit attitudes were. In a multiple regression analysis, controlling for course of study, implicit attitudes were predicted exclusively by students' previous contact with the topic inclusion. Results are discussed regarding the crucial role of universities in forming professional attitudes.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Kessels, Ursula UNSPECIFIED UNSPECIFIED UNSPECIFIED Erbring, Saskia UNSPECIFIED UNSPECIFIED UNSPECIFIED Heiermann, Liesel UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-449810
DOI:	10.2378/peu2014.art15d
Journal or Publication Title:	Psychol. Erzieh. Unterr.
Volume:	61
Number:	3
Page Range:	S. 189 - 203
Date:	2014
Publisher:	ERNST REINHARDT GMBH CO VERLAG
Place of Publication:	MUNICH 19
ISSN:	0342-183X
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language ASSOCIATION TEST; CHILDREN Multiple languages Psychology, Educational Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/44981