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Interventions influencing mainstream pre-service teachers' attitudes towards inclusion: A systematic literature review from 2000 to 2015
Jönköping University, School of Education and Communication, HLK, CHILD.
2016 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Mainstream teachers are key for developing inclusive schools. Many times they do not feel prepared to deal with inclusive classrooms and may have negative attitudes towards inclusion. The aim of this study was to examine interventions that can affect mainstream pre-service teachers’ attitudes towards inclusion during their studies. Nine studies were identified through a systematic literature review and twelve inter- ventions emerged. Results show that interventions focusing on imparting knowledge of inclusion through a study unit or through an infusion approach can create a positive effect in pre-service teachers’ attitudes towards inclusion. Some factors found to influence the change in attitudes towards inclusion were knowledge of inclusion, gender, and interaction with people with disabilities. This study gives a promising view of the actions that are being taken towards having more inclusive teachers. Nevertheless, inclusion is a complex concept and future research on the content imparted during the interventions and the scales used to measure the change is needed. 

Place, publisher, year, edition, pages
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933
Keyword [en]
Attitudes, change of attitudes, general education, inclusion, intervention, mainstream schools, pre-service teachers, student teacher, university
National Category
Pedagogy Applied Psychology
URN: urn:nbn:se:hj:diva-30734ISRN: JU-HLK-SBU-2-20160015OAI: diva2:940739
Subject / course
HLK, Child Studies
Available from: 2016-06-30 Created: 2016-06-21 Last updated: 2016-06-30Bibliographically approved

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