Attitude of Pre-Service Teachers towards Inclusive Education

Abstract

This study was conducted to find out the influence of past experience and newly acquired knowledge to the attitude of pre-service teachers toward inclusive education. Data were gathered through a survey of 270 fourth year students of the College of Education of Bukidnon State University who had their practicum during the first semester of school year 2018-2019 and 15 FGD participants.

The findings revealed that only few of the pre-service teachers included in the study had exposure to inclusive education and this is in terms of trainings/seminars and/or working with learners with special needs. This past experiences were found to significantly correlate with the participants' newly acquired knowledge. However, there is no significant relationship between past experiences and attitude toward inclusive education and newly acquired knowledge and attitude toward inclusive education. Thus, attitude toward inclusive education is more than the function of past experiences and newly acquired knowledge. It is adequate preparation that gives teachers confidence with their competence to handle learners with special needs.

From the results of the study, a teaching guide was developed to ensure the implementation of inclusive education not only for the pre-service education but also when pre-service teachers eventually become professional teachers.