Alberta Based Whole Schooling Research Projects
Pre-service Teacher Attitudes and Concerns Regarding Inclusive Education.
This project
seeks to contribute to the body of research on pre-service teacher attitudes,
feelings, and perceived personal competencies towards the regular classroom
inclusion of children with disabilities. This is especially poignant in light of
the recent international recommendations from the UN and UNESCO to include
content on inclusion as part of teacher training programs. Uncovering what
current pre-service teacher attitudes and areas of perceived competency are will
assist in the shaping of teacher education courses as they relate to inclusion.
The international element to this study will be used for the purposes of
comparison in order to better highlight local results.
The aims of this research are:
1. To examine pre-service teacher attitudes towards inclusion in leading teacher
education programs in Alberta (Canada), Singapore, Detroit (USA), and Victoria and
Western Australia (Australia).
2. To determine institutional differences in attitude between students in
different years of their education programs.
3. To use the data for international comparison.
Research team:
Umesh Sharma,
PhD, Monash University, Victoria, Australia.
Chris Forlin, PhD, Edith Cowan University, Western Australia.
Chris Earle, PhD, Concordia University College of Alberta, Canada.
Tim Loreman, PhD, Concordia University College of Alberta, Canada.
Michael Peterson, Ph.D., Wayne State University, Detroit, Michigan, USA
Visit the Whole Schooling
Project Website or for further information please contact
Umesh Sharma.