Creating a positive perception toward inclusive education with future-oriented thinking

BMC Research Notes

Kosuke Sato¹  Hirofumi Hashimoto²  Kaede Maeda³ 

[1] Department of Psychology, Faculty of Literature, Kurume University, Fukuoka, Japan;Center for General Student Support, Kochi University, Kochi, Japan;Graduate School of Literature and Human Sciences, Osaka City University, Osaka, Japan;Urban-Culture Research Center, Osaka City University, 3-3-138 Sugimoto, Sumiyoshi-ku, Osaka-shi, 558-8585, Osaka, Japan;Japan Society for the Promotion of Science, Tokyo, Japan;Graduate School of Letters, Yasuda Women’s University, Hiroshima, Japan;

关键词: Future-oriented thinking;    Inclusive education;    Special needs;    People with disabilities;   

DOI  :  10.1186/s13104-021-05882-4

来源: Springer

【 摘 要 】

ObjectiveThe purpose of this study was to examine the ways that encouraged people to develop positive attitudes and perceptions toward inclusive education. The Japanese special needs education system for students with disabilities has been shifting from a segregated model to a more inclusive form which is the major challenge facing educational systems around the world. While support for inclusive practices has grown rapidly in Japan, their implementation requires more attention. Considering these situations, in the current study, we experimentally manipulated future-oriented thinking and examined whether positive perceptions about inclusive education was enhanced if people acknowledged and realized that an inclusive society may improve the long-term welfare of not only people with disabilities but also people without disabilities or functional limitations.ResultsOur results partially confirmed that future-oriented thinking encouraged positive perceptions of inclusive education. It increased only when participants thought about the future employment of people with/without disabilities. No significant effects were found for the present orientation or control conditions.

【 授权许可】

CC BY