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RESEARCH PRODUCT
Inclusive educational practices as perceived by prospective special education teachers in Estonia, Finland, and the United States.
Sakari Mobergsubject
EstoniaHealth Knowledge Attitudes Practicemedia_common.quotation_subjectData CollectionTeachingRehabilitationPhysical Therapy Sports Therapy and RehabilitationMainstreamingSpecial educationmedicine.diseaseUnited StatesMainstreaming EducationPerceptionEducation SpecialIntellectual DisabilityIntellectual disabilityPedagogymedicineHumansDisabled PersonsPsychologyChildInclusion (education)Finlandmedia_commondescription
A survey of 125 prospective special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States (Michigan). The attitudes toward inclusion were rather critical. The Estonians were the most critical group, the Finns the least critical. The meanings attached to a student with severe mental retardation were related to the educational setting assessed as the best for this student. The findings suggest that special educators perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that the meanings attached to a person with a disability are connected with behavioural intentions toward this person.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 1997-03-01 | International journal of rehabilitation research. Internationale Zeitschrift fur Rehabilitationsforschung. Revue internationale de recherches de readaptation |