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Massé et al., (2019) 12/03/2019
Symposium "What do I think and do about inclusive
education and classroom management of emotional and
behavioral difficulties : Portrait of preservice teachers" HICE 1
Line Massé1, Marie-France Nadeau2, Nancy Gaudreau3, Claudia
Verre t4,Anne Lessard2,& Sandy Nadeau2
1Université du Québec à Trois-Rivières
2Université de Sherbrooke
3Université Laval
4Université du Québec à Montréal
HICE –Hawaï International Conference on Education, January 2019
1
•Numerous studies closely relate attitudes of teachers
to their behavior and, moreover, to their intervention
choice.
•Others studies in health and social psychology have
also linked behavioral beliefs, attitudes toward the
behavior and the adoption of a prescribed behavior
(Azjen, 2012).
3
qAttitudes toward inclusive education is reported to be
influenced by the type of disability.
qIncluding students with emotional and behavioral difficulties
(EBD) is generally linked with more negative attitudes than for
students with learning disabilities…
§For teachers (Cook, Cameron & Tankersley, 2007) .
§For preser vice teachers (PT) (Haq & Mundia, 2012; Markova, Pit-Ten Cate,
Krolak-Schwerdt, & Glock, 2016; O’Toole & Burke, 2013).
§Behavioral difficulties are a major concern for PT (Clarke, Lodge et
Shevlin, 2012).
•It is important to understand pre-service teachers’ acquired
attitudes towards inclusive education and how pre-service
training programs influence these attitudes (Kim, 2011).
4
Massé et al., (2019) 12/03/2019
Symposium "What do I think and do about inclusive
education and classroom management of emotional and
behavioral difficulties : Portrait of preservice teachers" HICE 2
•To ge t a more thorough comp rehension of attitudes
maintained by preservice teachers toward students
with EBD in the province of Quebec
•To describe different dimensions of attitudes by
•Gender
•Training Pro gram (ge ne ra l vs spe cial e du ca ti on )
•Training receive d re ga rd in g behavior difficultie s
•Yea r of tra inin g
•Hours of internship
5
22
%
28
%
50
%
Longitudinal •Transversal,
correlational and
predictive design
Mixed
methods
•Quantitative
Survey
(30 min. questionnaire)
Multisite •3 universities
teaching program
Preservice
teachers
•Four-
year
course
6
1499 preservice teachers (PT) enrolled in
a teacher education program
7%
93%
Gender
Male Female
25%
75%
Preservice Teaching
Education Program
Special General
Age
M= 22.39
SD = 2.97
Range = 19 –42 7
20%
13%
16%
34%
17%
Course content on EBD
None < 10 hours < 30 hours
> 45 hours > 90 hours
30%
29%
24%
17%
Yea r o f t ra in in g
1s t 2nd 3r d 4t h
8
Massé et al., (2019) 12/03/2019
Symposium "What do I think and do about inclusive
education and classroom management of emotional and
behavioral difficulties : Portrait of preservice teachers" HICE 3
010 20 30 40 50 60
> 1 50
> 1 00
> 5 0
< 5 0
34.9 %
49.8 %
5.4 %
9.9 %
M = 51.77, SD = 47.69
Days of field experience
9
0123456
Mentor (of field experience)
University instructor
(coursework)
Sources of influences
(subjective norm)
5,13
4,32
10
qMultidimensional Attitudes Toward Inclusive Education
Scale (MATIES : Mahat, 2008).
§Three scales measuring different dimensions of attitudes
§Cognitive (6 items, α= .71)
§Affective (6 items, α= .72)
§Behavioral (6 items, α= .84)
I believe that EBD students should be
taught in special education classroom.
I am uncomfortable including EBD
students in my classroom with other
students without difficulties.
I am willing to encourage EBD
students to participate in al social
activities in the regular classroom.
1Strongly Disagree Strongly Agree 611
•Types of analysis
•Descriptive
•T tests
•ANOVA
•Post-hoc
12
Massé et al., (2019) 12/03/2019
Symposium "What do I think and do about inclusive
education and classroom management of emotional and
behavioral difficulties : Portrait of preservice teachers" HICE 4
4,3 4,4 4,5 4,6 4,7 4,8 4,9 55,1 5,2
Cognitive
Affective
Behavioral
5.11
4.78
4,61
Each dimension differed
significantly from each other
13
Vari a b le Cognitive Behavioral
Gender
Training Program G S
Year of training
EBD Training
Hours of
internship
Affective
G S
Women Men
G S
r= -.16*** r= -.16***
r= -.13*** 14
4
4,2
4,4
4,6
4,8
5
5,2
Cognitive Affective Behavioral
Male Female
4.46
4.62 4.63
4.79
4.91
5.12
t = 2.33*
t = 2.26*
t = 3.02**
15
4
4,2
4,4
4,6
4,8
5
5,2
5,4
Cognitive Affective Behavior al
General Special Ed ucation
4.64
4.52
4.72
4.93
5.04
5.31
t = 2.94**
t = -5.02***
t = -7.46***
16
Massé et al., (2019) 12/03/2019
Symposium "What do I think and do about inclusive
education and classroom management of emotional and
behavioral difficulties : Portrait of preservice teachers" HICE 5
Cogniti ve
Affecti ve
Behavi oral
4
4, 2
4, 4
4, 6
4, 8
5
5, 2
5, 4
123
4
Cog nitive Affective Behavioral
4.74
4.92
F = 10.50***
5.22
F = 13.36***
F = 13.36***
4.65
4.77
5.1
4.55
4.72
5.07
4.41
4.63
4.96
17
qGlobally, attitudes of preservice teachers toward
inclusion of student with EBD are somewhat positive
but vary significantly depending on different
dimensions of attitudes.
§Behavioral attitudes are significantly more positive
than affective and cognitive ones.
§Cognitive attitudes are neutral.
qPT’s positive behavioral attitudes suggest their
willingness to support EBD students’ inclusion.
qThis result is somewhat surprising, considering that
cognitive and affective attitudes are, based on
theTPB, predicting the behavioral ones (conation).18
qGender
§Results are different from Var c oe & Boyle (2014) where no difference
have been observed.
§But similar with our study on in-service teachers (Massé et al., in
preparation)
qTraining program
§PT in special education have more positive affective and behavioral
attitudes : they choose to work with students with special needs.
§On the other hand, PT in special education believe less in the
benefits of school inclusion of EBD students.
§In Quebec, they are more prone to teach in special classes.
qEBD Training
§Congruent with results of Lee, Yeung, Tracey et Barker (2015) where
teacher training did not influence teachers’ support of including
students with ADHD, but influenced the support for other students
with difficulties.
19
qYear of training and hours of internship
§Results differ from Goddard & Evans (2018) where PT’s
attitudes toward inclusion strengthened across the training
years (but no specific question for EBD students), and Va rc oe &
Boyle (2014) where no differences were observed.
§Goddard (2018) observes that attitudes are more related to
environmental variables.
§May be associated to the reality of field experiment as PT’s
greatest concerns are related to the adequacy of school
resources for supporting inclusive education (Woodcock et al., 2012).
§Having previous experience teaching classes with special
educational needs predicts less behavioural intention (Dias et
Cadime, 2016; Varc oe & Boyle, 2014; Sharma & Sokal, 2015)
§Experience influences positively only if it is a success
(Ahmmed, Sharma, & Deppeler, 2012)
20
Massé et al., (2019) 12/03/2019
Symposium "What do I think and do about inclusive
education and classroom management of emotional and
behavioral difficulties : Portrait of preservice teachers" HICE 6
•Although global attitudes of PT toward inclusion are relatively more
positive than negative and that PT self-reports about behavior
attitudes suggest their willingness to support EBD students’ inclusion,
results on other aspects of attitudes raise some questions about PT
needs for cognitive and affective supports in the process of inclusive
education of students with EBD.
•It could be concluded that pre-service teachers’ attitudes are more
influenced by their perceptions of matters of classroom practice, such
as the availability of resources and support rather than by any
biases towards including children with special needs into mainstream
classrooms.
•Results suggest a need for training institutions to more explicitly
address issues of inclusive setting, resourcing and support in their
teacher education programs. 21
•Ajzen, I. (2012). The theory of planned behaviour. In P. A . M . Va n L a n g e, A . W.
Kruglanski, & E.T. Torry (Eds.), Handbook of theories of social psychology (Vol. 1)
(pp. 438-459). Thousand Oaks, CA: Sage Publications Ltd.
•Ahmmed, M., Sharma, U., & Deppeler, J. (2012). Variables affecting teachers’
attitudes towards inclusive education in Bangladesh . Journal of Research in Special
Educational Needs, 1 2(3), 132–140.
•Clarke, M., Lodge, A., & Shevlin, M. (2012). Evaluating initial teacher education
programmes: Perspectives from the Republ ic of Ireland. Teach in g and Teacher
Education, 28, 141–153.
•Cook, B. G., Cameron, D. L., & Tan ke rsl ey, M. (2007). Inclusive teachers'
attitudinal ratings of their students with disabilities. Journal of Special Education,
40(4), 230-238. doi:10.1177/00224669070400040401
•Dias, P. C., & Cadime, I. (2016). Effects of personal and professional factors on
teachers’ attitudes towards inclusion in preschool. European Journal of Special Needs
Education, 31(1), 111-123. doi: 10.1080/08856257.2015.1108040
•Haq, F. S., & Mundia, L. (2012). Comparison of Brunei preservice student
teachers’ attitudes to inclusive education and specific disabilities: Implications for
teacher education. The Journal of Educational Researc h, 105(5), 366-374. doi :
10.1080/00220671.2011.627399 22
•Kim, J. (2011). Influence of teacher preparation programmes on preservice
teachers’ attitudes toward inclusion. International Journal of Inclusive
Education, 15(3), 355-377. doi: 10.1080/13603110903030097
•Mahat, M. (2008). The development of a psychometrically-sound instrument
to measure teachers’ multidimensional attitudes toward inclusive education.
International Journal of Special Education, 23(1), 82-92.
•Markova, M., Pit-Ten Cate, I., Krolak-Schwerdt, S., & Glock, S. (2016).
Preservice teachers' attitudes toward inclusion and toward students with
special educational needs from different ethnic backgrounds. Journal of
Experimental Education, 84(3), 554-578. doi :
10.1080/00220973.2015.1055317
•Lee, F. L. M., Yeung, A. S., Tracey, D., & Barker, K. (2015). Inclusion of children
with special needs in early childhood education: What teacher
characteristics matter. Topi cs in Early Childhood Special Education, 35(2), 79-
88. doi : 10.1177/0271121414566014
23
•O'Toole, C., & Burke, N. (2013). Ready, willing and able? Attitudes and
concerns in relation to inclusion amongst a cohort of Irish pre-service
teachers. European Journal of Special Needs Education, 28(3), 239-253. doi:
10.1080/08856257.2013.768451
•Sharma, U., & Sokal, L. (2015). The impact of a teacher education course on
pre-service teachers’ beliefs about inclusion: An international comparison.
Journal of Research in Special Educational Needs, 15(4), 276-284. doi:
10.1111/1471-3802.12043
•Var coe, L., & Boyle, C. (2014). Pre-service primary teachers’ attitudes
towards inclusive education. Educational Psychology, 34(3), 323-337. doi:
10.1080/01443410.2013.785061
•Woo d c ock, S. (2011). A cross sectional study of pre-service teacher efficacy
throughout the training years. Australian Journal of Teacher Education, 36(10),
23-34.
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