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Pre-Service Teachers' Attitudes Toward Inclusive Education

机译：服务前教师对包容性教育的态度

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摘要

Implementing inclusive education requires not only facilities and physical support but also human resources, in this case pre-service teachers. Pre-service teachers, who come from different educational backgrounds, are one of the most important components in implementing inclusive education due to their interactions with special needs children. This study aims to compare the attitudes of pre-service teachers toward inclusive education based on experiences of direct interaction, training, and teaching special needs children. Participants are college students in Jakarta majoring in Teacher Training, early childhood education, and special education. The attitudes of pre-service teachers toward inclusive education are measured by the Multidimensional Attitudes toward Inclusive Education instrument. The results of the independent-sample t-test indicated that there are significant mean score differences between the two groups - Early Childhood Education majors (M = 76.84, SD = 10.155) and Special Education majors (M = 86.26, SD = 9.275) with significance p <.005. Subsequent regression analysis demonstrated that training experience and experience teaching special needs children contributed differentially to pre-service teachers' attitudes toward inclusive education.
机译：在这种情况下，实施包容性教育不仅需要设施和体力支持，还需要人力资源，而且在为期服务前。来自不同教育背景的服务前教师是由于他们与特殊需要儿童的互动而实现包容性教育的最重要组成部分之一。本研究旨在根据直接互动，培训和教学特殊需要儿童的经验比较服务前教师前往包容教育的态度。参与者是雅加达的大学生专业，专业在教师培训，幼儿教育和特殊教育中。通过对包容性教育仪器的多维态度来衡量了服务前教育前往包容性教育的态度。独立样品T检验的结果表明，两组 - 儿童教育专业（M = 76.84，SD = 10.155）和特殊教育专业（M = 86.26，SD = 9.275）之间存在显着平均分数差异意义P <.005。随后的回归分析表明，培训经验和教学特殊需要儿童的经验差异化差异化教师对包容性教育的态度。

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