Regular Teachers for Regular Children: What Attitudes Toward Implementing Inclusive Classrooms Do Pre-Service Teachers from Regular Schools Have?

Teacher training should promote a social understanding of disability to support effective inclusive practices and reduce barriers. This study surveyed 150 pre-service primary and secondary teachers at one German university using a mixed-methods design to examine their attitudes toward inclusive education and their agreement with the social model of disability. It was found that participants held neutral to slightly positive attitudes toward inclusion and partially agreed with the social model of disability. Structural equation modeling revealed that social contact, even if limited, influenced the agreement with the social model of disability, but not the attitudes toward the inclusion of pupils with special educational needs in mainstream schools (CMIN/df = 1.50, CFI = 0.96, IFI = 0.96, TLI = 0.94, RMSEA = 0.06). Interview data showed that participants have concerns about working with these pupils, citing a lack of training in special education and inclusive practices.