Opportunities for authentic experience and reflection: a teaching programme designed to change attitudes towards disability for pre-service teachers

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Addressing South African Pre-service Teachers’ Sentiments, Attitudes and Concerns Regarding Inclusive Education (2011, background): “For this to happen successfully, pre-service teachers’ attitudes towards inclusive education and disability may have to be positively modified during training (Brownlee & Carrington, 2000 ).”
Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales (2018, background): “Social contact with special-needs students appears to lead to more positive teacher attitudes (Ahmmed, Sharma and Deppeler, 2012; Boyle, Topping, and Jindal-Snape, 2013; Brownlee and Carrington, 2000; Sharma, Forlin, Loreman, et al., 2006), as does private contact with friends or families with disab”
Impacting Pre-service Teachers' Attitudes toward Inclusion (2012, methodology): “The inclusion of students with disabilities is now a world-wide practice (Leyser & Romi, 2008; Brownlee & Carrington, 2000; Hegarty, 1998; and, Sebba & Ainscow, 1996).”