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Inclusive (higher) education: Exploring the theory of planned behaviour

Boek - Dissertatie

This doctoral dissertation consists of four independent studies that address observations made in the scientific literature and explores the role of various components influencing attitudes and self-efficacy based on the theory of planned behaviour (TPB). The first study explored the relationship between teachers' attitudes, self-efficacy and behaviour towards students with disabilities in higher education. This study had a cross-sectional design using two questionnaires, namely the SACIE-R and TEIP, and other items on the different components of the TPB. Findings showed a positive attitude, a moderate level of self-efficacy and attitudes predicting intentions, which emphasises that attitudes are important in the training of teachers to increase the intention to include students with disabilities. The second study examined the influence of the subjective norm on attitudes in the teacher-training program using an experimental design. Attitudes were measured with the CATCH-scale. The intervention was a guest lecture with a positive or negative discourse on students with a disability (subjective norm). We can cautiously assume that the subjective norm can have an influence on the pre-service teachers' attitudes towards students with disabilities, which makes it important to focus on a positive subjective norm in order to create positive attitudes in teacher training. The third study explored the effects of a five-day sports camp with direct contact on the attitudes, self-efficacy and behaviour of pre-service teachers and special educators towards persons with disabilities. We used a pre-post matched sample where all components of the TPB were measured. We found that the attitudes, self-efficacy and behaviour changed due to contact with persons with a disability. In addition, self-efficacy and the subjective norm each predicted the intention to work with persons with disabilities, which reaffirmed the importance of installing a pro-inclusion subjective norm. The fourth study looked into the relationship between personality traits, attitudes and self-efficacy of pre-service teachers and special educators. The results showed that the traits "agreeableness" and "openness to new experiences" are related to attitudes and self-efficacy towards inclusion. This result opens a door to stimulating these traits in the training of teachers to improve their attitudes and self-efficacy. On the basis of the overarching results in this doctoral dissertation, we conclude that teacher training programs should pay attention to the following aspects: (1) policy in teacher training should focus on 'teach what you preach', (2) there should be a strong inclusive practice with direct contact with persons with disabilities, and (3) a solid foundation should be laid for an inclusive culture with a pro-inclusive subjective norm.
Jaar van publicatie:2020
Toegankelijkheid:Closed