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

Kaede Maeda1,2,3, Hirofumi Hashimoto4, Kosuke Sato5,6

  • 1Urban-Culture Research Center, Osaka City University, 3-3-138 Sugimoto, Sumiyoshi-ku, Osaka-shi, Osaka, 558-8585, Japan. k.maeda8221@gmail.com.

BMC Research Notes
|December 25, 2021
PubMed
Summary
This summary is machine-generated.

Future-oriented thinking boosts positive views on inclusive education, especially when focusing on employment benefits for all. This approach aids the shift towards inclusive special needs education systems.

Keywords:
Future-oriented thinkingInclusive educationPeople with disabilitiesSpecial needs

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Area of Science:

  • Education
  • Psychology
  • Sociology

Background:

  • The Japanese special needs education system is transitioning from segregation to inclusion.
  • Implementing inclusive education practices presents global challenges.
  • Growing support for inclusion in Japan necessitates further research into fostering positive attitudes.

Purpose of the Study:

  • To investigate methods for promoting positive attitudes towards inclusive education.
  • To examine the impact of future-oriented thinking on perceptions of inclusive education.
  • To assess if acknowledging long-term societal benefits enhances acceptance of inclusive education.

Main Methods:

  • Experimental manipulation of future-oriented thinking.
  • Comparison of future orientation, present orientation, and control conditions.
  • Assessment of participants' perceptions of inclusive education.

Main Results:

  • Future-oriented thinking partially enhanced positive perceptions of inclusive education.
  • The positive effect was significant only when participants considered future employment for individuals with and without disabilities.
  • No significant effects were observed for present orientation or control conditions.

Conclusions:

  • Future-oriented thinking, particularly concerning employment, can foster positive attitudes towards inclusive education.
  • The findings suggest a potential strategy for promoting inclusive educational systems.
  • Further research is needed to explore the nuances of implementing inclusive education policies.