The attitudes of future support teachers towards inclusion: a longitudinal study

Abstract

This paper amis to investigate attitudes and perceptions that future support teachers in the various school levels have towards disability. A longitudinal study was carried out with 2238 future teachers of kindergarten, primary, lower and upper secondary schools enrolled in the sixth cycle of the specialization course for support activities of the University of XXXXX. The OFAID questionnaire (Fiorucci, 2019) was administrated. Results show higher overall mean scores in the initial survey than in the final score and in the follow-up. In particular, future support teachers of the middle and secondary schools achieve significantly higher scores than thei colleagues of primary schools and kindergarden.