Student Teachers’ Attitudes Towards Special Education Provision

Abstract

On the assumption that professional attitudes can have a significant influence upon the success of educational policies, a survey was undertaken into the views of student teachers regarding the most suitable provisions for children with special educational needs. The sample comprised 179 students who were receiving or had received pre‐service courses in the psychology and teaching of children with special educational needs. By reference to a list of eight alternative forms of provision, respondents were asked to nominate the most appropriate placements for children representing 31 widely ranging types of disability or educational difficulties. The data suggest that most of the group surveyed would not consider an inclusionist or ‘zero reject’ model to be optimal and instead would use service options based largely upon the severity of any disabling condition. In this, they are similar to the findings of much previous research undertaken with educationalists.