ERIC Number: ED551272
Record Type: Non-Journal
Publication Date: 2012
Pages: 140
Abstractor: As Provided
ISBN: 978-1-2677-6202-3
ISSN: N/A
EISSN: N/A
High School Teachers' Perceptions of Inclusion
Wiggins, Carmen Celestine
ProQuest LLC, Ed.D. Dissertation, Liberty University
With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion in regards to certification field, degree level, years of experience, and classroom setting. The survey contained of four demographic/background and 27 Likert-type questions. Anova and Pearson-product moment tests were used to analyze data. The researcher found no statistically significant relationships between teachers' perceptions of inclusion in regards to certification field, degree level, and years of experience. However, the study did find a statistically significant relationship between teachers' perceptions of inclusion and classroom setting. The researcher concludes that teachers with experience teaching in inclusion classrooms hold more favorable attitudes toward inclusion than those teachers who do not teach in inclusion classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Secondary School Teachers, High Schools, Teacher Attitudes, Inclusion, Attitudes toward Disabilities, Special Education, Urban Areas, Certification, Knowledge Level, Teaching Experience, Educational Environment, Statistical Significance, Teacher Surveys, Likert Scales, Statistical Analysis, Correlation, Data Analysis
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A