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ERIC Number: ED443215
Record Type: RIE
Publication Date: 2000
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
K-12 Teachers' and Administrators' Attitudes toward Inclusive Educational Practices.
Romano, Kathryn; Chambliss, Catherine
In this study, 28 K-12 educators and administrators were surveyed about their beliefs concerning the inclusion of students with special needs in the general education classroom. Participants were asked to respond to a survey that measured their beliefs about the implementation of inclusive learning and the academic and social implications of this type of educational setting on the general education students and their peers with disabilities. There were no significant differences on the three subscales (special needs benefits, general student benefits, and teacher benefits scales) when general and special educators were compared. There were also no significant differences found between those with high and low levels of teaching experiences on the three subscales. Teachers did not show differential beliefs about inclusion based on their teaching experiences or the student population with which they work. Responses to individual items suggest differences among those working in rural, suburban, and urban communities, and differences between those teaching in elementary and secondary schools. Elementary educators had more experience working in inclusive settings and enjoyed working with general education students and students with special needs in inclusive settings more than secondary educators did. The survey used is included. (Contains 20 references.) (Author/CR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A