ERIC Number: ED439543
Record Type: RIE
Publication Date: 1999
Teacher Attitudes toward an Interdisciplinary Approach to Inclusion.
Spann-Hite, Tracy; Picklesimer, Billie K.; Hamilton, Gloria J.
This report discusses the outcomes of a study designed to assess teacher attitudes about an interdisciplinary approach to the inclusion of students with behavior disorders. The interdisciplinary approach involved four components: responsible inclusion, language intervention strategies, self-management programs, and pragmatic skills for classroom teachers. A survey of attitudes toward the theory and practice of inclusion was completed by 37 regular education teachers, special education teachers, and a speech-pathologist serving children ranging from kindergarten to eighth grade. Results from the survey indicate that the majority of participants agreed that inclusion should consist of educational teaming that involves a collaborative classroom method and a special education teacher as part of the classroom. Participants indicated that cooperative learning was vital to inclusion, a whole language curriculum was effective, and storytelling was an important part of the curriculum. Just over half of the participants indicated they employ the point-and-level system of classroom management (a token economy with increasing levels of privileges). The majority of participants agreed that inclusion should consist of the following: (1) a special education teacher and speech-language pathologist as collaborative partners; (2) the use of self-monitoring classroom management; and (3) the educator's belief in the power to produce a desired effect. Tables with survey outcomes are attached. (Author/CR)
Descriptors: Behavior Disorders, Classroom Techniques, Elementary Secondary Education, Inclusive Schools, Interdisciplinary Approach, Language Skills, Program Design, Regular and Special Education Relationship, Speech Language Pathology, Teacher Attitudes, Teacher Collaboration, Teacher Surveys, Teaching Skills, Teamwork, Token Economy
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A