Views of students on inclusive cultures, policies and practices in the universitary context

Olga María Alegre de la Rosa, Luis Miguel Villar Angulo

Abstract


The present study analyzed the importance student teachers’ attitudes towards inclusion and multiculturalism in Teacher Education, Pedagogy and Master’s degree at the University of La Laguna (ULL). Pre-service teachers were classified by the following socio-demographic variables: sex, age, experiences with different people and intercultural experiences, grades and study cycles. The study sample consisted of 1,667 undergraduate students. The “Questionnaire on Attitudes Toward Inclusion and Intercultural” (QAII) was based on the “Index for Inclusion” (Booth & Ainscow, 2000). Three dimensions composed it equally: inclusive cultures, policies and practices for testing hypothesis about the differences among students. Socio-demographic variables analyzed in the dimensions of QAII revealed the existence of different student attitudes towards inclusion. These findings implied changes in the curriculum of all degrees in the School of Education at the ULL. This study recommended inclusive education as a basic value for pre-service teacher trainees.


Keywords


Inclusion, Intercultural, Integration, Attitudes

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References


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