ERIC Number: ED370928
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Teachers' Views of Inclusion: "I'd Rather Pump Gas."
Vaughn, Sharon; And Others
The issue of inclusion has been at the forefront of attention in education, and has been widely discussed and debated. Since teachers will be the primary service deliverers of whatever inclusion practices are adopted, this study was conducted in an attempt better to understand teachers' understanding and perceptions of inclusion. Focus group interviews were used to solicit teachers' views. Subgroups of teachers who were most likely to be directly affected by inclusion practices were targeted: special education teachers (N=25); general education teachers (N=25); Chapter I teachers (N=8); and teachers of the gifted (N=15). Interview results revealed passionate responses from teachers, the majority of whom had strong, negative feelings. Teachers felt that decision-makers were out of touch with classroom realities. They identified factors that would affect the success of inclusion such as class size, inadequate resources, the extent to which all students would benefit, and lack of adequate teacher preparation. Two topics were identified as necessary if inclusion were to be successful--communication among teachers and use of cooperative learning grouping. Informants' responses formed the basis for guidelines to implement school-based inclusion models. (Contains 21 references.) (LL)
Descriptors: Affective Measures, Classroom Environment, Disabilities, Elementary School Students, Elementary School Teachers, Elementary Secondary Education, Gifted, Mainstreaming, Negative Attitudes, Regular and Special Education Relationship, Secondary School Students, Secondary School Teachers, Special Education Teachers, Teacher Attitudes
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Diversity (Student); Focus Groups Approach; Inclusive Schools
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).