Attitudes of Secondary Education Master’s Students Toward Disability

Abstract

This study examined the attitudes of future secondary education teachers toward
people with disabilities, with attention to the role of comfort, reasons for contact,
and perceived information. Method: a descriptive, cross-sectional, correlational
design was employed. Participants were 251 students enrolled in a Master’s in
Secondary Education program in Castilla-La Mancha, Spain (53.8% women; mean
age = 27.8 years). Attitudes were measured using the Attitudes toward People with
Disabilities Scale, along with items assessing comfort, type of contact, and level of
perceived information. Data were analysed using t-tests, ANOVA, Pearson
correlations, and linear regression, with adjustments for age and gender. Results:
Greater comfort with disability was consistently associated with more positive
attitudes across dimensions of social relationships, normalized life, and
intervention programs (p < .01). Regression analysis indicated that comfort
significantly predicted a proactive attitude toward disability (β = .091, p = .002),
whereas contact and perceived information were weaker predictors when
controlling for demographic factors. Age showed some association, with students
over 27 displaying more favourable attitudes, while gender differences were not
significant. Findings suggest that comfort with disability is a stronger correlate of
positive attitudes than contact or perceived information among prospective
teachers. While the correlational design precludes causal claims, the results
highlight the importance of addressing affective dispositions in teacher training
programs and the need for longitudinal research to clarify developmental
pathways.