My Vision

A significant part of successful inclusion for students with disabilities in general education is a change from negative to positive attitudes of general educators towards students with disabilities (Downing, 2007; Kluth 2010;  Nel et al., 2011; Snow 2001). One strategy that has consistently been found to have influenced educators' attitudes towards students with disabilities is training in inclusive education, either in a single course or content infused approach (Avramidis & Norwich, 2002; Shade & Stewart, 2001; Sharma et al., 2006; Subban & Sharma, 2006; Voltz, 2003). Another important condition for the successful implementation of inclusive practices is continuous support and assistance to teachers by others (Downing, 2007; Talmor et al., 2005).

The proposed study will measure if pre-service teachers’ attitudes towards disability can be positively influenced through purposeful university programming which will combine formal instruction and field experiences teaching students with disabilities in the general education classroom. The proposed research is reflective of a social model of disability. A social model of disability shifts the focus from “medical” to social intervention which is what is happening, at different rates and perspectives, in the US and Belize school systems. 

Proposed Research Questions:

What factors influence pre-service teachers’ attitudes to inclusive education in the US and in Belize?

Will university training that considers the attitude constructs related to inclusion and inclusive field experiences contribute to developing positive attitudes and practices among pre-service general and special education teachers?