Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan

Mu, Keli, Brown, Ted, Peyton, Claudia, Rodger, Sylvia, Huang, Yan-Hua, Wu, Chin-Yu, Watson, Callie, Stagnitti, Karen, Hutton, Eve, Casey, Jackie and Hong, Chia Swee 2010, Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan, Occupational therapy international, vol. 17, no. 1, March, pp. 40-52, doi: 10.1002/oti.285.

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Title Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan
Author(s) Mu, Keli
Brown, Ted
Peyton, Claudia
Rodger, Sylvia
Huang, Yan-Hua
Wu, Chin-Yu
Watson, Callie
Stagnitti, KarenORCID iD for Stagnitti, Karen orcid.org/0000-0002-6215-3390
Hutton, Eve
Casey, Jackie
Hong, Chia Swee
Journal name Occupational therapy international
Volume number 17
Issue number 1
Season March
Start page 40
End page 52
Total pages 13
Publisher John Wiley & Sons Ltd
Place of publication Chichester, England
Publication date 2010
ISSN 0966-7903
Keyword(s) Cross-cultural survey
Inclusion education
Paediatric occupational therapy
Summary This international, cross-cultural study investigated the attitudes of occupational therapy students from Australia, United Kingdom, United States and Taiwan towards inclusive education for students with disabilities. The possible impact of professional education on students' attitudes was also explored. A total of 485 students from 11 entry level occupational therapy education programmes from Australia, the United Kingdom, the United Sates and Taiwan participated in the study. Among them, 264 were freshmen (first-year students) and 221 were seniors (final-year students). Data collected from a custom-designed questionnaire were analysed both quantitatively and qualitatively.

In general, the occupational therapy students reported having positive attitudes towards inclusion. Considerable differences, however, existed among the student groups from the four countries. Professional education appeared to have a significant impact on students' attitudes towards inclusion from first year to senior year. Although students were in favour of inclusion, they also cautioned that their support for inclusive practices depended on various factors such as adequate preparation, support and assistance to students with disabilities.

Limitations of the study included the small, convenience sample and different degree structures of the participating programmes. Future research studies need to compare occupational therapy students' attitudes with students from other health care professions. A longitudinal study on the impact of the professional education programme on students' attitudes towards inclusive education is warranted.

Language eng
DOI 10.1002/oti.285
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
Socio Economic Objective 920201 Allied Health Therapies (excl. Mental Health Services)
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2009, John Wiley & Sons, Ltd.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30032062

Document type: Journal Article
Collections: Faculty of Health
School of Health and Social Development
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