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Comparison of Brunei Preservice Student Teachers’ Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education

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  • Faridah Haq
  • Lawrence Mundia

Abstract

The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs.

Suggested Citation

  • Faridah Haq & Lawrence Mundia, 2012. "Comparison of Brunei Preservice Student Teachers’ Attitudes to Inclusive Education and Specific Disabilities: Implications for Teacher Education," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(5), pages 366-374.
    • Handle: RePEc:taf:vjerxx:v:105:y:2012:i:5:p:366-374
    DOI: 10.1080/00220671.2011.627399
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    Cited by:

    1. Norfaezah Masri, 2016. "Scores of Brunei Lower Secondary School Students on Emotional Intelligence Variables: Exploring the Differences," Global Journal of Health Science, Canadian Center of Science and Education, vol. 8(4), pages 1-22, April.
    2. Lawrence Mundia, 2020. "A Descriptive Profile of Selected Brunei Convicts: Viewpoint," Journal of Public Administration and Governance, Macrothink Institute, vol. 10(3), pages 619-619, December.
    3. Rohani Matzin & Rosmawijah Jawawi & Jainatul Halida Jaidin & Masitah Shahrill & Mar Aswandi Mahadi, 2015. "Brunei Lower Secondary Students’ Engagement in School and Beliefs about the Self under the Ongoing SPN21 Curriculum Reforms: Implications for Educational and Counseling Interventions," Journal of Sustainable Development, Canadian Center of Science and Education, vol. 8(6), pages 133-133, June.
    4. Lawrence Mundia, 2019. "Assessment of Work-related Stress in Brunei Public and Private Sector Employees," Journal of Public Administration and Governance, Macrothink Institute, vol. 9(4), pages 221-236, December.
    5. Osama AlMahdi & Hanin Bukamal, 2019. "Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College," SAGE Open, , vol. 9(3), pages 21582440198, July.

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