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ERIC Number: ED394775
Record Type: RIE
Publication Date: 1996-Mar
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Rural Teachers' Attitudes toward Inclusion.
Monahan, Robert G.; And Others
A survey of 342 rural South Carolina teachers examined teacher attitudes toward inclusion of special needs students in regular education settings. The survey included 25 statements, to which respondents reacted on a five-point scale from strongly agree to strongly disagree. Major topics addressed included regular education teachers, collaboration and team teaching, special education, students, and families. Over 60 percent of respondents indicated that inclusion will not succeed because of resistance from regular education teachers; regular education teachers do not have the instructional skills and educational background to teach special needs students; regular education teachers prefer sending special needs students to special education classrooms rather than having special education teachers deliver services in the regular classroom; special and regular education teachers should demonstrate collaboration with all special needs students in the regular classroom; necessary resources are not available for inclusion to succeed; and special needs students improve their social skills when in a regular classroom, but they need more attention and assistance than the regular education teacher can provide. The survey provided no evidence concerning rural parents' views on inclusive school programs. Among the conclusions was the recommendation that continuous teacher education focus on attitudes that enable all teachers to work effectively with special needs students. Includes survey questions and response percentages. Contains 12 references. (TD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: South Carolina; Teacher Surveys
Note: In: Rural Goals 2000: Building Programs That Work; see RC 020 545.