Improving Pre-Service Teachers’ Attitudes towards Individuals with Mental Illness through an Introduction to Special Education Course
Bibliographic record
Abstract
Mental illness in children and adults continues to be a controversial and misunderstood topic. Previous research has examined different populations' attitudes toward mental illness, and efforts to change community attitudes toward individuals with mental illness have included contact with the mentally ill and education programs. However, little research has examined teachers’ attitudes toward the mentally ill, nor programs for positively impacting those beliefs. The purpose of the present study was to first assess preservice teachers’ beliefs toward individuals with mental illness and to determine if the completion of an undergraduate Introduction to Special Education course could positively impact their attitudes toward individuals with mental illness. Participants included students attending three different institutions of higher education who were divided into three groups: general education majors, special education majors, and education minors. Results indicated that significant differences were obtained for all institutions and groups among their pre-test and post-test scores on the Community Attitudes Toward the Mentally Ill scale (CAMI). Implications for practice and future research are presented.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".