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Comparing Pre-Service Teachers’ Attitudes toward Inclusive Education in Thailand and Japan

机译：比较职前教师对泰国和日本的包容性教育的态度

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Background: Several studies have shown that classroom teachers can strongly influence the implementation and potential success of inclusive education (IE). Therefore, assessing teachers/pre-service teachers’ attitudes toward IE with an objective scale is a key issue for many academic publications. This study compared differences in pre-service teachers’ attitudes toward IE between Thailand and Japan and discussed these differences mainly from the perspective of differences in their educational systems for children with disabilities. Method: This study’s survey utilized a modified version of the Attitude Toward Inclusion Instrument. The study participants were 109 and 221 pre-service teachers who were enrolled in teacher preparation programs in Thailand and Japan, respectively. Result: The basic concepts and ideologies of IE were similarly and widely accepted in both countries. However, Thai pre-service teachers were more likely to strongly perceive that education in special schools would have a negative impact for students with disabilities and that IE would have a positive impact. On the other hand, Japanese pre- service teachers had a more negative perception of the feasibility of IE compared to Thai teachers. Discussion: We attributed this result to the difference in the popularity and credibility of special education in the two countries. Japanese pre-service teachers held a more positive attitude toward special education compared to their Thai counterparts. However, this attitude may have caused Japanese pre-service teachers to become more concerned about IE, which could be a barrier to expanding IE in Japan.
机译：背景：若干研究表明，课堂教师可以强烈影响包容性教育的实施和潜在成功（即）。因此，评估教师/预先服务教师对IE的态度是许多学术出版物的关键问题。本研究比较了泰国和日本之间的服务前教师态度的差异，主要从残疾儿童教育系统的差异视野中讨论了这些差异。 方法：本研究的调查利用了对包涵体仪器的修改版本。该研究参与者分别是109岁至221名221名职前教师，分别于泰国和日本参加教师准备方案。 结果：在两国中，IE的基本概念和意识形态在两个国家都被广泛接受。但是，泰国前服务教师更有可能强烈地认为，特殊学校的教育将对残疾学生产生负面影响，即IE会产生积极的影响。另一方面，日本的前方教师对与泰国教师相比的IE的可行性具有更负面的看法。 讨论：我们将这一结果归功于两国特殊教育的普及与信誉差异。与泰国同行相比，日本职前教师对特殊教育的态度更加积极。然而，这种态度可能导致日本的职前教师更加关心IE，这可能是扩展IE在日本的障碍。

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