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Cognitive Algebra Underlying Special Education Teachers' and Psychology Students' Attitudes Towards School Inclusion o...
ISSN: 2292 - 2598
Publisher: author
Cognitive Algebra Underlying Special Education Teachers' and Psychology Students' Attitudes Towards School Inclusion o...
Indexed in
Medical Sciences
ARTICLE-FACTOR
1.3
Article Basics Score: 3
Article Transparency Score: 3
Article Operation Score: 3
Article Articles Score: 2
Article Accessibility Score: 3
SUBMIT PAPER ASK QUESTION
International Category Code (ICC):
ICC-1702
Publisher: Lifescience Global Inc.
International Journal Address (IAA):
IAA.ZONE/2292110842598
eISSN
:
2292 - 2598
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Abstract
Attitudes towards regular school inclusion of people with intellectual disabilities (ID) are affected by factors such as disability severity, educational level, and teacher experience. Nevertheless, the ways that teachers integrate these factors to form inclusion judgments remains unclear. The current paper explores what systematic cognitive algebra rules are used to cognitively integrate this set of inclusion factors by special education teachers and psychology students. To do so, 469 special education teachers and psychology students were asked to take part in two experimental cognitive algebra studies. In each study, participants had to read a set of school inclusion scenarios and rate the probability that a scenario actor with ID could be successfully integrated into a regular school program. To this purpose, factor effects on successful school inclusion and ID related to individuality, situational aspects, and contextual consider...
