This study highlights the indifferent implicit attitudes of preservice teachers’ toward students with special needs with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. The study also demonstrated a high motivation among preservice teachers to act without prejudice toward minorities but less favorable explicit attitudes toward including students with special education needs, especially students with behavioral problems. Findings are discussed with implications for educational practice and research.
Markova, Maria, Inka Pit-Ten Cate, Sabine Krolak-Schwerdt, and Sabine Glock. 2016. “Preservice Teachers’ Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds.” The Journal of Experimental Education 84 (3): 554–578.
