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

• Published in: Occupational therapy international Vol. 17; no. 1; pp. 40 - 52
• Main Authors: Mu, Keli, Brown, Ted, Peyton, Claudia G., Rodger, Sylvia, Huang, Yan-Hua, Wu, Chin-Yu, Watson, Callie, Stagnitti, Karen, Hutton, Eve, Casey, Jackie, Hong, Chia Swee
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Ltd 01.03.2010
• Subjects: Adult; Attitude of Health Personnel - ethnology; Attitudes; Australia; Australia - epidemiology; Cross-Cultural Comparison; cross-cultural survey; Education, Special; Educational programmes; Female; Health Personnel - education; Health Personnel - statistics & numerical data; Humans; inclusion education; Inclusive education; Mainstreaming (Education); Male; Occupational therapy; Occupational Therapy - education; Occupational Therapy - manpower; paediatric occupational therapy; Students - statistics & numerical data; Surveys and Questionnaires; Taiwan; Taiwan - epidemiology; United Kingdom - epidemiology
• ISSN: 0966-7903; 1557-0703
• DOI: 10.1002/oti.285

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. Copyright © 2009 John Wiley & Sons, Ltd.