Next Article in Journal
The Mortality Risk and Socioeconomic Vulnerability Associated with High and Low Temperature in Hong Kong
Next Article in Special Issue
Communication Support Needs in Adults with Intellectual Disabilities and Its Relation to Quality of Life
Previous Article in Journal
The Relationships between Screen Use and Health Indicators among Infants, Toddlers, and Preschoolers: A Meta-Analysis and Systematic Review
Previous Article in Special Issue
State of the Art of Family Quality of Life in Early Care and Disability: A Systematic Review
Open AccessArticle

Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers

Department of Philosophy, Social and Human Sciences, and Education, Università degli Studi di Perugia, Piazza G. Ermini, 1, 06123 Perugia, Italy
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(19), 7325; https://doi.org/10.3390/ijerph17197325
Received: 29 August 2020 / Revised: 23 September 2020 / Accepted: 5 October 2020 / Published: 7 October 2020
The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID. View Full-Text
Keywords: attitudes toward ID; intellectual disability; mainstream teachers; special-education teachers; ATTID; training; support attitudes toward ID; intellectual disability; mainstream teachers; special-education teachers; ATTID; training; support
MDPI and ACS Style

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.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop