Attitudes of Special Education Student Teachers at Hashemite University towards their Specialisation: A Mixed-Methods Design Study

Abstract

This study examines the attitudes of special education (SE) student teachers at Hashemite University towards their specialisation. A mixed-methods design was employed and 73 students were asked to rank their attitudes towards their specialisation on an attitude scale, with 15 students later participating in semi-structured interviews. The results revealed the neutral attitudes of students toward their specialisation, with 47.9% reporting negative attitudes. The findings of this study revealed that there was no significant effect of marital status, secondary school grade average or university grade average on these attitudes. The university selection process should be changed to include desirable criteria and interviews should be conducted with students to determine their level of desire and awareness of their specialisation. A number of recommendations and suggestions are presented for improving student teachers’attitudes towards SE specialisation. These improvements may include changes to the programme acceptance process, practicum conditions, and conducting awareness and induction programmes for students to better understand SE and the categories and work opportunities for individuals with disabilities.

Keywords

• Persons with disabilities, attitudes, special education, pre-service teacher