Exploring the Relations between In-service Training, Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

Abstract

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N = 118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.

Keywords:

• attitudes
• behaviour
• teachers
• developmental disability
• contact
• in-service training
• inclusive education

Funding

Funding for this study was supported by grant # 120617 from Fonds québécois de recherche sur la société et la culture (FQRSC) and the partners in the FQRSC’s concerted action for research into intellectual and developmental disabilities, as well as the Intellectual disabilities and challenging behaviour Chair of the Université du Québec à Montréal. Dr Crocker would like to acknowledge the support of the Canadian Institutes of Health Research for a salary award as well as the William Dawson award from McGill University. No restrictions have been imposed on free access to, or publication of, the research data.