Work

Regular Teachers for Regular Children: What Attitudes Toward Implementing Inclusive Classrooms Do Pre-Service Teachers from Regular Schools Have?

Year: 2026

Type: article

Abstract: Teacher training should promote a social understanding of disability to support effective inclusive practices and reduce barriers. This study surveyed 150 pre-service primary and secondary teachers at one German university using a mixed-methods design to examine their attitudes toward inclusive education and their agreement with the social model of disability. It was found that participants held neutral to slightly positive attitudes toward inclusion and partially agreed with the social model of disability. Structural equation modeling revealed that social contact, even if limited, influenced the agreement with the social model of disability, but not the attitudes toward the inclusion of pupils with special educational needs in mainstream schools (CMIN/df = 1.50, CFI = 0.96, IFI = 0.96, TLI = 0.94, RMSEA = 0.06). Interview data showed that participants have concerns about working with these pupils, citing a lack of training in special education and inclusive practices.

Source: Disabilities

DOI: 10.3390/disabilities6020022

Authors: Manuela Arias Campos, Markus Gebhardt, Andreas Gegenfurtner

Institutions: Ludwig-Maximilians-Universität München, University of Augsburg

Language: English

Topic: Inclusion and Disability in Education and Sport

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $1,207