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Using the Index for Inclusion to measure attitudes and perceptions of inclusion in teacher and school building leader candidates in the USA and Austria

University of Education Salzburg

English

The present investigation sought to understand the perceptions of, and attitudes toward, inclusive schooling in teacher and administrative candidates in the USA and Austria using items derived from the Index for Inclusion (Booth, T., and M. Ainscow. 2011. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE). Responses were analysed in terms of differences between institutions, past experience and certification area. Statistical findings were contextualised with responses to open questions designed to ascertain candidates’ understanding of inclusion. Significant differences were found between candidates from different institutions and from different certification areas. Additional results found interesting contradictions between reported attitudes toward inclusion and pervasive notions of a deficit model of inclusion. Finally, this work conducted statistical analysis on items derived from the Index for Inclusion, demonstrating a different (...)

Topic: Academics,
Author: Maria-Luise Braunsteiner & Susan Mariano-Lapidus
Year of publication: 2021; 2017 (online)
Place and Publisher: International Journal of Inclusive Education Volume 25, 2021 - Issue 13
Date: 12-July-2022
APA-Citation:

Maria-Luise Braunsteiner & Susan Mariano-Lapidus (2021). Using the Index for Inclusion to measure attitudes and perceptions of inclusion in teacher and school building leader candidates in the USA and Austria, International Journal of Inclusive Education, 25:13, 1443-1462, DOI: 10.1080/13603116.2017.1396503

Download Resource: BraunsteinerMariano2017_attitudes-and-perceptions_index.pdf https://www.tandfonline.com/doi/full/10.1080/13603116.2017.1396503