Ready, willing and able? Attitudes and concerns in relation to inclusion amongst a cohort of Irish pre-service teachers

Abstract

Attitudes in relation to inclusive education have a direct impact on teaching behaviours, and are a significant factor in the success of inclusion policies. However, little is known about Irish pre-service teachers’ attitudes and concerns in relation to inclusive education, nor about the factors that may influence these variables. In the current study, a cohort of second-level pre-service teachers completed the attitudes toward inclusive education scale, the concerns about inclusive education scale, the teacher efficacy scale and a school climate (SC) survey. Results showed that the student–teachers were generally positive about inclusion, and were only a little concerned about the implementation of inclusive practices in their classrooms. The participants were least positive about including students with behavioural difficulties. A more positive SC was associated with higher levels of personal efficacy, and lower levels of concern. Results are discussed in terms of the construal of behavioural difficulties within Ireland, the influence of the placement school and the implications for initial teacher education.

Keywords:

• attitudes and concerns
• inclusion
• efficacy
• school climate
• initial teacher education

Acknowledgements

Niamh Burke is an undergraduate student at NUI Maynooth. Her participation in this research was funded by the Summer Programme for Undergraduate Researchers (SPUR) from NUI Maynooth, the support of which is gratefully acknowledged.

The authors would like to thank Audrey Halpin and Conor McGuckin for their constructive comments on an earlier draft of the current article.