Analysis of the implicit attitudes of pre-service teachers towards inclusive education and design of a proposal for intervention actions targeting attitudes.

Inclusive education essentially refers to the universal right to education for all individuals, regardless of their condition or background. It embodies a concept with clear ethical connotations that is widely accepted, to the point where the ideal value of inclusion is rarely questioned. However, when we closely examine the various challenges and implications of inclusive education—such as a lack of resources, insufficient training, high student-to-teacher ratios, and curricular demands—the initial broad consensus shows occasional signs of weakness, giving way to doubts and nuances. Moreover, depending on the strategies employed to evaluate attitudes, the results do not always reveal consistently favorable attitudes toward inclusion. For this reason, the project proposes an analysis of different types of attitudes toward the inclusion of students with special educational needs (SEN) among pre-service teachers, as well as the design of training actions to promote positive attitudes toward inclusion.

Acronym

ACTINCLU

Reference code

CIAICO/2023/11

Description

The general objective of the project is to analyze the implicit attitudes of pre-service teachers toward the inclusion of students with special educational needs (SEN) and to design training actions that promote the development of positive attitudes toward inclusion. The findings from this project can help identify weaknesses in the initial and ongoing training of teachers and serve as a starting point for improving these training processes and designing specific actions aimed at fostering more favorable attitudes toward inclusion. The general objective is broken down into the following 5 specific objectives:

Analyze the relationship between explicit and implicit attitudes of pre-service teachers toward inclusive education.
Examine differences in implicit (and explicit) attitudes toward the inclusion of students with SEN between generalist pre-service teachers and those specializing in special education.
Compare implicit attitudes toward the inclusion of students with SEN among pre-service teachers in early childhood, primary, and secondary education.
Analyze the strategies employed by university professors teaching subjects related to inclusive education in the degrees of Early Childhood and Primary Education Teaching, as well as the Master's in Secondary Education, to foster favorable attitudes toward inclusion.
Design actions, such as activities and training materials, to intervene in the attitudes of pre-service teachers toward inclusive education.

Developers of the project

Research in Autism Spectrum Disorders. Inma Fernández Research Group (INVTEA)

www.uv.es/invtea

invtea@uv.es

Keywords

Attitudes; inclusive education; teacher training

Principal investigators: