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ERIC Number: ED514449
Record Type: Non-Journal
Publication Date: 2010
Pages: 177
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-3931-5
General and Special Education Teachers' Attitudes toward Inclusion of Down Syndrome Students
Mastin, Debra
ProQuest LLC, Ed.D. Dissertation, Walden University
Educational, social, and learning development theories for inclusion, grounded in Bandura's social cognitive theory, do not explicitly take into account individuals with Down syndrome, one of the most common birth defects. The problem addressed in this study was the lack of data regarding teacher attitudes toward inclusion of students with Down syndrome. This quantitative study examined the attitudes among general and special education teachers toward inclusion of Down syndrome students measured by the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC) through four constructs. The constructs are (a) advantages and disadvantages, (b) professional issues, (c) philosophical issues, and (d) logistical concerns of an inclusive education. Responses on the STATIC from a sample of 249 special education teachers who teach Down syndrome students, general education teachers who teach Down syndrome students in an inclusive classroom, and general education teachers who do not teach Down syndrome students were analyzed. Comparisons on the four constructs of the STATIC using multivariate analysis of variance indicated that, for all constructs, special education teachers scored higher than both general education teachers who did and did not participate in inclusion. General education teachers who participated in inclusion scored higher than general education teachers who did not participate in inclusion on all four constructs of the STATIC. Results can be used to provoke discussions and awareness that teacher attitudes are critical to the success or failure of an inclusion program. Implications for social change include evidence to incorporate "best practices" for inclusion; that is, teaching tolerance, understanding, empathy, and diversity. Inclusion can result in more positive attitudes that facilitate social acceptance. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A