ERIC Number: ED383120
Record Type: RIE
Publication Date: 1995-Apr-6
The "What, Why, How, and If" of Inclusion Processes in Rural Schools: Supporting Teachers during Attitude and Teaching Behavior Change.
Hegler, Kay Loomis
This study examined attitudes toward inclusive education among rural educators serving students with mild disabilities, with attention to the effectiveness of three models to promote attitude change. The three interventions assessed were a 1-day inservice meeting followed by a pilot inclusion project during the academic year; a graduate course meeting weekly for 12 weeks; and a week-long intensive graduate course. Elementary school practitioners (n=181) completed a Teacher/Administrator Attitude Questionnaire before and after the staff education interventions. Staff (n=13) involved in the pilot inclusion project completed a Collaborative Teaming Questionnaire. Elementary school students (n=33) with special needs also completed a questionnaire, Feelings about Self, to measure social integration at school. For the staff members, each of the three intervention strategies was found to be effective in promoting positive attitude change about inclusive education. Student responses indicated agreement with inclusive practices as well as resource room or pull-out practices. The three questionnaires are appended. Four tables showing survey results are included. (SW)
Descriptors: Administrator Attitudes, Attitude Change, Change Strategies, Elementary Education, Graduate Study, Higher Education, Inclusive Schools, Inservice Teacher Education, Intervention, Mainstreaming, Mild Disabilities, Pilot Projects, Program Effectiveness, Rural Education, Social Integration, Student Attitudes, Teacher Attitudes, Teacher Education
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention of the Council for Exceptional Children (73rd, Indianapolis, IN, April 5-9, 1995).