Attitudes of early childcare staff toward inclusive education in Québec
Bibliographic record
Abstract
In the field of early childhood education, the inclusion of children with special needs refers to access to classrooms and age-appropriate activities for all children, even considering developmental challenges and support needs for children diagnosed with developmental disabilities. The attitudes of education staff have been documented as one of the most influential factors in the success of inclusive education in schools. However, few studies have been conducted on the staffs’ attitudes in daycare settings. The first objective of the present study aimed to document the attitudes of 211 early childhood educators and administrators of Quebec’s early childhood educational settings toward inclusive education, using the Multidimensional Attitudes Toward Preschool Inclusive Education Scale (MATPIES), which measures several dimensions of attitudes. The second objective was to identify associated factors of staffs’ attitudes that influence those attitudes. Overall, participants expressed positive attitudes towards inclusive education. Educators reported significantly higher scores on positive beliefs, negative beliefs, and behavioural subscales compared to administrators. Results indicate that positive beliefs and behavioural subscales are not significantly different from one another but are both significantly higher than the affective and negative beliefs subscales. Moreover, several factors related to the participants were significantly associated with attitudes towards inclusive education.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".