Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers
Abstract
:1. Introduction
2. Materials and Methods
2.1. Instruments
2.1.1. Attitudes toward Intellectual Disability
2.1.2. Individuals’ General Characteristics
2.1.3. Individuals’ Teacher-Specific Characteristics
2.1.4. Social Desirability
2.2. Participants
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Attitudes toward ID of Mainstream Teachers and Special-Education Teachers
3.1.1. Quality of Attitudes toward ID
3.1.2. Differences in Attitudes toward ID between Mainstream Teachers and Special-Education Teachers
3.2. Relationships between General and Teacher-Specific Characteristics and Each Attitudes toward ID Dimension for Mainstream Teachers and Special-Education Teachers
3.2.1. Correlation between Characteristics and Attitudes toward ID Dimensions
3.2.2. Regressions of Characteristics on Attitudes toward ID Dimensions
4. Discussion
Limitations and Future Directions
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Mainstream Teachers (n = 307) | Special-Education Teachers (n = 237) | |
---|---|---|
Age (%) | ||
18–29 | 4 | 4 |
30–39 | 14 | 32 |
40–49 | 35 | 42 |
50–59 | 38 | 17 |
60+ | 9 | 5 |
Quantity of contact with individuals with ID (Score range: 1–7) | ||
Mean (SD) | 4.01 (1.69) | 4.66 (1.58) |
Range | 1–7 | 1–7 |
Closeness of relationships with individuals with ID 1 (%) | ||
Neighbors, offspring’s schoolmates, individuals met in leisure activities or sports | 3 | 1 |
Individuals met for volunteer or work activities | 73 | 79 |
Relatives | 12 | 11 |
Family members | 12 | 9 |
Quality of relationships with individuals with ID 1 (%) | ||
Neutral | 8 | 3 |
Good | 70 | 60 |
Excellent | 22 | 36 |
School level taught (%) | ||
Preschool | 12 | 10 |
Elementary school | 34 | 28 |
Middle school | 23 | 30 |
High school | 31 | 32 |
Training in special education or ID (Score range: 1–7) | ||
Mean (SD) | 2.99 (1.81) | 4.56 (1.82) |
Range | 1–7 | 1–7 |
Years of teaching experience (%) | ||
<5 | 11 | 28 |
5–10 | 11 | 27 |
10–20 | 38 | 32 |
20+ | 40 | 13 |
Years of experience teaching pupils with ID (%) | ||
<5 | 36 | 41 |
5–10 | 24 | 28 |
10–20 | 25 | 22 |
20+ | 15 | 8 |
Experience teaching pupils with severe/profound ID (%) | ||
Yes | 60 | 72 |
No | 40 | 28 |
Perceived efficacy of ID knowledge (Score range: 8–40) | ||
Mean (SD) | 28.12 (5.64) | 31.81 (4.30) |
Range | 8–40 | 8–40 |
Perceived support (Score range: 7–35) | ||
Mean (SD) | 24.15 (4.33) | 24.30 (4.58) |
Range | 8–35 | 10–35 |
Promotion of positive attitudes toward ID (Score range: 5–25) | ||
Mean (SD) | 18.70 (2.42) | 18.49 (2.43) |
Range | 11–25 | 10–25 |
Mainstream Teachers | Special-Education Teachers | |||||||
---|---|---|---|---|---|---|---|---|
Raw Score | 5-Point Likert Scale Score | Raw Score | 5-Point Likert Scale Score | |||||
ATTID Dimension | Mean | SD | Mean | SD | Mean | SD | Mean | SD |
Discomfort | 32.83 | 9.78 | 1.93 | 0.58 | 30.04 | 8.13 | 1.77 | 0.48 |
Knowledge of capacity and rights | 45.61 | 9.23 | 2.28 | 0.46 | 43.77 | 9.63 | 2.19 | 0.48 |
Interaction | 36.71 | 9.21 | 2.04 | 0.51 | 33.92 | 8.26 | 1.88 | 0.46 |
Sensitivity/Tenderness | 10.02 | 3.85 | 2.50 | 0.96 | 9.47 | 3.56 | 2.37 | 0.89 |
Knowledge of causes of ID | 16.49 | 4.11 | 2.36 | 0.59 | 16.11 | 3.67 | 2.30 | 0.52 |
ATTID Dimensions | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
Discomfort | Knowledge of Capacity and Rights | Interaction | Sensitivity/Tenderness | Knowledge of Causes of ID | ||||||
Individual’s Characteristics | Mainstream Teachers | Special-Education Teachers | Mainstream Teachers | Special-Education Teachers | Mainstream Teachers | Special-Education Teachers | Mainstream Teachers | Special-Education Teachers | Mainstream Teachers | Special-Education Teachers |
General | ||||||||||
Age | 0.03 | 0.02 | 0.26 ** | 0.16 * | 0.10 | 0.14 * | −0.04 | −0.05 | 0.07 | 0.05 |
Quantity of contact with individuals with ID | −0.43 ** | −0.24 ** | 0.00 | 0.11 | −0.27 ** | −0.17 * | −0.29 ** | −0.18 ** | −0.04 | −0.15 * |
Closeness of relationships with individuals with ID 1 | −0.10 ° | 0.08 | 0.04 | −0.02 | −0.11 * | −0.02 | −0.07 | 0.09 | −0.03 | −0.16 * |
Quality of relationships with individuals with ID 1 | −0.47 ** | −0.30 ** | −0.08 | −0.11 | −0.38 ** | −0.37 ** | −0.33 ** | −0.17 ** | −0.02 | −0.19 ** |
Teacher-specific | ||||||||||
School level taught | 0.02 | −0.04 | −0.13 * | 0.03 | −0.03 | 0.09 | 0.04 | −0.04 | 0.09 | −0.05 |
Training in special education or ID | −0.23 ** | −0.23 ** | −0.04 | 0.08 | −0.19 ** | −0.12 ° | −0.25 ** | −0.25 ** | −0.05 | 0.03 |
Years of teaching experience | 0.06 | −0.07 | 0.20 ** | 0.20 ** | 0.14 * | 0.05 | −0.07 | −0.12 °° | 0.09 | −0.01 |
Years of experience teaching pupils with ID | −0.08 | −0.10 | 0.08 | 0.23 ** | −0.03 | 0.08 | −0.16 ** | −0.12 °° | −0.03 | −0.05 |
Experience teaching pupils with severe/profound ID | −0.18 ** | −0.09 | 0.02 | 0.15* | −0.10 | −0.02 | −0.14 * | −0.12 °° | 0.01 | 0.04 |
Perceived efficacy of ID knowledge | −0.37 ** | −0.38 ** | −0.11 °° | −0.06 | −0.31 ** | −0.29 ** | −0.27** | −0.17 ** | −0.10 | −0.02 |
Perceived support | −0.09 | −0.14 * | −0.11 ° | −0.18 ** | −0.26 ** | −0.25 ** | 0.02 | 0.05 | −0.07 | 0.04 |
Promotion of positive attitudes toward ID | −0.07 | −0.16 * | −0.11 * | −0.14 ** | −0.13 * | −0.19 ** | 0.08 | 0.01 | −0.24 ** | −0.19 ** |
ATTID Dimensions | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
Discomfort 1 | Knowledge of Capacity and Rights | Interaction 1 | Sensitivity/Tenderness 1 | Knowledge of Causes of ID | ||||||
Mainstream Teachers | Special-Education Teachers | Mainstream Teachers | Special-Education Teachers | Mainstream Teachers | Special-Education Teachers | Mainstream Teachers | Special-Education Teachers | Mainstream Teachers2 | Special-Education Teachers1 | |
Individual’s Characteristics | β | β | β | β | β | β | β | β | β | β |
Step 1 | ||||||||||
General | ||||||||||
Age | - | - | 0.26 *** | 0.16 * | - | 0.21 ** | - | - | - | - |
Quantity of contact with individuals with ID | −0.28 *** | −0.17 * | - | - | −0.13 * | −0.10 | −0.17 ** | -0.13 | - | −0.12 |
Closeness of relationships with individuals with ID | 0.04 | - | - | - | −0.01 | - | - | - | - | −0.13 * |
Quality of relationships with individuals with ID | −0.37 *** | −0.25 *** | - | - | −0.33 *** | −0.36 *** | −0.26 * | -0.12 | - | −0.13 |
Adjusted R2 | 0.27 *** | 0.10 *** | 0.06 *** | 0.02 * | 0.15 *** | 0.17 *** | 0.13 *** | 0.03 * | - | 0.05 ** |
ANOVA F | 36.83 *** | 14.31 *** | 21.29 *** | 6.08 * | 17.77 *** | 16.25 *** | 22.19 *** | 4.69 * | - | 5.25 ** |
Step 2 | ||||||||||
General | ||||||||||
Age | - | - | 0.23 ** | 0.08 | - | 0.23 ** | - | - | - | - |
Quantity of contact with individuals with ID | −0.24 *** | −0.06 | - | - | −0.11 | −0.03 | −0.14 * | -0.07 | - | −0.10 |
Closeness of relationships with individuals with ID | 0.03 | - | - | - | −0.05 | - | - | - | - | −0.12 * |
Quality of relationships with individuals with ID | −0.33 *** | −0.14 * | - | - | −0.25 *** | −0.28 *** | −0.24 *** | -0.09 | - | −0.09 |
Teacher-specific | ||||||||||
School level taught | - | - | −0.14 * | - | - | - | - | - | - | - |
Training in special education or ID | −0.04 | −0.08 | - | - | −0.03 | -0.09 | −0.15 * | −0.24 ** | - | - |
Years of teaching experience | - | - | 0.02 | −0.02 | 0.12 * | - | - | 0.01 | - | - |
Years of experience teaching pupils with ID | - | - | - | 0.14 | - | - | −0.06 | 0.07 | - | - |
Experience teaching pupils with severe/profound ID | −0.01 | - | - | 0.09 | - | - | 0.01 | -0.01 | - | - |
Perceived efficacy of ID knowledge | −0.10 | −0.26*** | −0.07 | - | −0.09 | −0.15 * | -0.01 | -0.04 | - | - |
Perceived support | - | −0.09 | −0.07 | −0.13 | −0.17 ** | −0.19 ** | - | - | - | - |
Promotion of positive attitudes toward ID | - | −0.02 | −0.11 | −0.12 | −0.06 | −0.04 | - | - | −0.24 *** | −0.16 * |
Adjusted R2 | 0.27 *** | 0.17 *** | 0.09 *** | 0.07* * | 0.21 *** | 0.22 *** | 0.14 *** | 0.05 ** | 0.0 5*** | 0.07 *** |
ANOVA F | 19.37 *** | 8.68 *** | 5.94 *** | 3.92 ** | 10.46 *** | 10.24 *** | 8.82 *** | 2.80 ** | 18.20 *** | 5.55 *** |
sr2 incremental | 0.01 | 0.08 *** | 0.04 * | 0.07 ** | 0.07 *** | 0.07 ** | 0.03 | 0.04 | - | 0.02* |
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Arcangeli, L.; Bacherini, A.; Gaggioli, C.; Sannipoli, M.; Balboni, G. Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers. Int. J. Environ. Res. Public Health 2020, 17, 7325. https://doi.org/10.3390/ijerph17197325
Arcangeli L, Bacherini A, Gaggioli C, Sannipoli M, Balboni G. Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers. International Journal of Environmental Research and Public Health. 2020; 17(19):7325. https://doi.org/10.3390/ijerph17197325
Chicago/Turabian StyleArcangeli, Laura, Alice Bacherini, Cristina Gaggioli, Moira Sannipoli, and Giulia Balboni. 2020. "Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers" International Journal of Environmental Research and Public Health 17, no. 19: 7325. https://doi.org/10.3390/ijerph17197325