Volume 1 (2018)
Hansjörg Abegglen (1) & Marco G.P. Hessels (2, 3)
1 Pedagogical Center for Hearing and Speech HSM, Münchenbuchsee, Switzerland
2 Department of Special Education, University of Geneva, Switzerland
3 Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa
Positive attitudes towards inclusion of children with special educational needs (SEN) are essential for a successful implementation of inclusive education. This study aimed to test a research model comprising a series of variables that are recognized in the scientific literature for influencing attitudes towards inclusion, by means of structural equation modeling. 518 student-teachers, school teachers and principals were involved in a supra-regional online study conducted in a Swiss canton.
Variables were attitudes towards inclusion, self-efficacy, attitudes towards interdisciplinary team-teaching, experiences in specific school settings and opinions about school-environment characteristics. These were included in a theory guided structural equation model (SEM). The analyses revealed a good fit to the hypothesized model. Individual self-efficacy, attitudes towards interdisciplinary team-teaching, opinions about school-environment characteristics and practical experiences accounted for 34% of the variance in attitudes towards inclusion of children with SEN.
The study allows a deeper insight in construct “attitudes towards inclusion of children with SEN” and a better understanding of the complexity of relations between the variables involved. The findings allow identifying more precisely the constellation of variables and relationships that play a role in predicting attitudes towards inclusion and, thus, are essential for implementing “a school for all”.
Eric Tardif & Marjorie Valls
Department of development from child to adulthood, University of teacher education, Lausanne, Switzerland
This study aimed at exploring the association between egocentrism and rationality in adolescence. The sample consisted of 118 adolescents (46.6% of girls; mean age= 13.4±1.3) who completed a self-report questionnaire assessing personal fables dimensions (uniqueness, omnipotence and invulnerability), and 8 syllogistic reasoning tasks (four conflict and four non-conflict syllogisms) assessing rational thinking.
Results showed a negative correlation between omnipotence and age in girls, whereas this correlation was positive and marginally significant in boys. A significant gender difference was found in omnipotence, with boys having higher scores. For conflict syllogisms only, significantly higher scores were found in 15-17 years old in comparison to 11-12 years old groups. Conflict syllogisms were negatively correlated to omnipotence and invulnerability in girls only.
Our findings suggest that egocentrism and rational thinking are partially related constructs in adolescents. Further research would be needed to assess the relationship between egocentrism and other forms of rationality.
Henriette Offer-Boljahn, Dennis C. Hövel & Thomas Hennemann
Department of Health Education and Rehabilitation, University of Cologne, Germany
Early interventions influence later school success. Nevertheless, these mostly are domain specific rather than combining the components that are considered important.
In this study, it is investigated whether multicomponent interventions combining key domains such as language, mathematics, social-emotional, and cognitive competences show positive effects and support preschoolers in early learning settings.
A systematic review of the literature revealed the existence of six multicomponent interventions. These studies used standardized tests for academic learning measures. Measures related to behavior were based on teachers’ assessments.
The studies all showed significant positive effects concerning speech development and literacy skills, behavior and attention. Further important characteristics and related effects as well as the practical relevance of these studies for future research will be discussed.