Preparing pre-service teachers to work in Cambodian inclusive classrooms: Knowledge, experience, and attitudes toward inclusion

This survey study examined the influence of 148 pre-service teachers' knowledge and experience on attitudes toward inclusive education in Cambodia. Descriptive statistics, exploratory factor analysis, reliability tests, Pearson correlation coefficient, and multiple regression were used for data analysis. The findings revealed that pre-service teachers exhibited extremely poor knowledge of all-inclusive education areas. Experience teaching students with disabilities, knowledge about gender, and knowledge about inclusive education significantly influenced their attitudes toward inclusion. The findings denoted the need to improve pre-service teachers' knowledge and practical skills required to work in inclusive classroom settings.