ERIC Number: ED408754
Record Type: RIE
Publication Date: 1997-Jul
Teacher Attitudes toward Included Special Education Students and Co-Teaching.
Bergren, Bruce A.
A study of 150 regular and special education teachers assessed teacher attitudes toward the inclusion of students with disabilities in the regular classroom and toward co-teaching and collaborative planning to meet the instructional needs of students with disabilities in the regular classroom. Analysis of the findings reveal a strong positive teacher attitude toward inclusive placement of special education and regular education students within the same classroom. The teachers believed both types of students would benefit socially from this type of placement, but have reservations about meeting instructional needs of students with disabilities. The survey found the teachers believe that they lack knowledge of co-teaching and should receive inservice training if co-teaching is to be successful. Results also show that teachers with adequate knowledge of co-teaching foresaw more favorable results for students with disabilities in the regular classroom. Teachers with less teaching experience saw collegiality as a means to improve teaching skills and viewed co-planning as more difficult than did the teachers with more experience. Junior high and high school teachers demonstrated stronger opinions, both positive and negative, toward co-teaching and inclusion of students with disabilities in the regular classroom than elementary teachers. (Contains 70 references.) (CR)
Descriptors: Cooperative Planning, Disabilities, Elementary Secondary Education, Inclusive Schools, Inservice Teacher Education, Instructional Effectiveness, Mainstreaming, Social Development, Special Education, Special Education Teachers, Student Needs, Student Placement, Teacher Attitudes, Teacher Collaboration
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A