Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain

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Title: Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain
Authors: Cardona Moltó, María Cristina
Research Group/s: Grupo de Investigación Interdisciplinar en Docencia Universitaria (GIDU)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología de la Salud
Keywords: Students with disabilities | Inclusion | Student teachers’ beliefs | Inclusive education | Spain
Knowledge Area: Métodos de Investigación y Diagnóstico en Educación
Issue Date: 2009
Publisher: International Association of Special Education
Citation: CARDONA MOLTÓ, María Cristina. “Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain”. The Journal of the International Association of Special Education. Vol. 10, No. 1 (2009). ISSN 1555-6913, pp. 33-41
Abstract: The practical difficulties of including students with disabilities and diverse educational needs into regular classrooms are apparent in all countries around the world. Successful implementation of the policy of inclusion depends largely on teachers having the knowledge, skills, and competency necessary to make it work. This article presents the results of a study investigating current Spanish student teachers’ beliefs of the inclusion of students with disabilities and perceived competence to teach them in inclusive classrooms. Results indicated that the majority of respondents agreed with the philosophy of inclusive education but feel slightly competent to teach and manage their behaviour in inclusive settings compared with the respondents perceived competence of inservice regular and special education teachers. These findings reveal ambivalence and result in several implications for the design of the new Initial Teacher Education (ITE) programs at the University of Alicante in concordance with the process of the European Convergence in Higher Education.
URI: http://hdl.handle.net/10045/24899
ISSN: 1555-6913
Language: eng
Type: info:eu-repo/semantics/article
Peer Review: si
Appears in Collections:INV - GIDU - Artículos de Revistas
INV - DEG - Artículos de Revistas
Institucional - IUIEG - Publicaciones

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