Work

A look across the borders: Swiss vs. Italian future special education Teachers' perspectives on inclusive education

Year: 2024

Type: article

Abstract: Teachers play a key role in the implementation of inclusive education. Many studies investigate cross‐country differences in teacher perceptions of inclusive education, but there is a research gap in investigating the perspectives of special education teachers. This study examines attitudes, concerns, self‐efficacy and intentions of Italian ( n = 180) and Swiss ( n = 221) special education teacher students (SETS). Despite many similarities, Italian SETS held more positive beliefs, had fewer concerns regarding workload, and had higher intentions to use inclusive practices than Swiss SETS. No differences were found in self‐efficacy to use inclusive instructions, managing student behaviour, or collaboration. Apart from inclusive legislation and policies, which might account for more positive attitudes, fewer concerns, and higher intentions to use inclusive practices in Italian SETS, absence of differences in efficacy‐beliefs point to the importance of adequate support systems and teacher training in both countries. More research investigating the roles and perspectives of special education teachers across different inclusive education systems is necessary.

Source: Journal of Research in Special Educational Needs

DOI: 10.1111/1471-3802.12734

Authors: Caroline Sahli Lozano, Sergej Wüthrich, Fabian Setz, Alessandra Romano, Rubina Petruccioli

Institutions: Pädagogische Hochschule Bern, University of Siena

Language: English

Topic: Collaborative Teaching and Inclusion

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $3,300