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Teachers In Training: A Behavioral and Emotional Analysis of Concerns Toward Disability Inclusion

Giovanni Tafuri, Gianluca Gravino, Fabiola Palmiero, Lucia Ariemma

Abstract

Among the various factors that influence the effectiveness of school inclusion processes, the scientific literature highlights the significant role played by teachers’ attitudes and fears toward disability, as well as their responsibilities as educators. In this context, the present research explores the outcomes of an experimental study focused on the attitudes and emotional responses of a group of trainee teachers undergoing specialization in educational support for students with disabilities. The findings underscore the relevance of this topic and the urgent need for further research in this field. The study sheds light on the challenges and specific dynamics faced by those in the demanding role of support teachers for students with disabilities. It also reveals the emotional, relational, and experiential dimensions that should be more deeply addressed during training programs in special pedagogy to better prepare future educators.

Keywords

DisabilitySupport TeachingEducationSpecial PedagogyInclusion.

References

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