Abstract
Background/Aims: The increasing popularity of inclusive education for students with disabilities and the attitudes towards it inevitably affect school-based occupational therapy practice. This survey study investigated the attitudes of entry-level occupational therapy doctoral (EOTD) students towards inclusive education and the effect of professional education on their perception. Methods: A total of 62 EOTD students responded to a self-developed questionnaire, Attitudes and Inclusive Education Survey, yielding a response rate of 91.25. Results: Results of the study revealed that entry level occupational therapy doctoral students have positive attitudes towards inclusive education and believe that the inclusion movement has an inevitable impact on school-based occupational therapy practice. Professional education in occupational therapy might positively affect students'attitudes. Conclusion: Given the close association between one's attitude and behaviour, the findings of the study are particularly encouraging. Future research needs to further examine school-based occupational therapy practice in inclusive environments.
| Original language | English |
|---|---|
| Journal | Australian Occupational Therapy Journal |
| Volume | 54 |
| Issue number | SUPPL. 1 |
| DOIs | |
| State | Published - Dec 2007 |
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All Science Journal Classification (ASJC) codes
- Rehabilitation
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Attitudes of entry level occupational therapy doctoral students towards inclusion for students with disabilities. / Mu, Keli; Gabriel Franck, Linda; Konz, Christina.
In: Australian Occupational Therapy Journal, Vol. 54, No. SUPPL. 1, 12.2007.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Attitudes of entry level occupational therapy doctoral students towards inclusion for students with disabilities
AU - Mu, Keli
AU - Gabriel Franck, Linda
AU - Konz, Christina
PY - 2007/12
Y1 - 2007/12
N2 - Background/Aims: The increasing popularity of inclusive education for students with disabilities and the attitudes towards it inevitably affect school-based occupational therapy practice. This survey study investigated the attitudes of entry-level occupational therapy doctoral (EOTD) students towards inclusive education and the effect of professional education on their perception. Methods: A total of 62 EOTD students responded to a self-developed questionnaire, Attitudes and Inclusive Education Survey, yielding a response rate of 91.25. Results: Results of the study revealed that entry level occupational therapy doctoral students have positive attitudes towards inclusive education and believe that the inclusion movement has an inevitable impact on school-based occupational therapy practice. Professional education in occupational therapy might positively affect students'attitudes. Conclusion: Given the close association between one's attitude and behaviour, the findings of the study are particularly encouraging. Future research needs to further examine school-based occupational therapy practice in inclusive environments.
AB - Background/Aims: The increasing popularity of inclusive education for students with disabilities and the attitudes towards it inevitably affect school-based occupational therapy practice. This survey study investigated the attitudes of entry-level occupational therapy doctoral (EOTD) students towards inclusive education and the effect of professional education on their perception. Methods: A total of 62 EOTD students responded to a self-developed questionnaire, Attitudes and Inclusive Education Survey, yielding a response rate of 91.25. Results: Results of the study revealed that entry level occupational therapy doctoral students have positive attitudes towards inclusive education and believe that the inclusion movement has an inevitable impact on school-based occupational therapy practice. Professional education in occupational therapy might positively affect students'attitudes. Conclusion: Given the close association between one's attitude and behaviour, the findings of the study are particularly encouraging. Future research needs to further examine school-based occupational therapy practice in inclusive environments.
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UR - http://www.scopus.com/inward/citedby.url?scp=37149016371&partnerID=8YFLogxK
U2 - 10.1111/j.1440-1630.2006.00590.x
DO - 10.1111/j.1440-1630.2006.00590.x
M3 - Article
VL - 54
JO - Australian Occupational Therapy Journal
JF - Australian Occupational Therapy Journal
SN - 0045-0766
IS - SUPPL. 1
ER -