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ERIC Number: ED516673
Record Type: Non-Journal
Publication Date: 2010
Pages: 129
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-2764-7
ISSN: N/A
Inclusive Classrooms: An Examination of the Attitudes and Perspectives of K-5 General Education Teachers
Martin, Gayle
ProQuest LLC, Ed.D. Dissertation, Northcentral University
Inclusion has altered the teaching and learning environment in many ways. General education teachers face increasing challenges as their role becomes more complex to meet the demands of teaching both general and special education students in the same classroom. Teachers are pivotal in the success of inclusion and exploring how teachers feel about inclusion may lead to an increased understanding of how districts can address teacher needs and subsequently improve inclusive practices. The goal of this study was to explore the attitudes and perception of general education teachers at a large highly diverse, urban school district in Illinois. This quantitative, quasi-experimental study examined the attitudes and perspectives of K-5 general education teachers using the Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC) (Cochran, 1997). The problem addressed in this study was if the independent variables years of teaching experience, type of teacher certification, academic preparation and type of inclusion model influenced teacher's attitudes towards inclusion. Participating teachers (N= 48) from 15 elementary schools in the selected district, who currently or had in the past 12 months, taught in an inclusive general education classroom completed the STATIC survey. A between subjects analysis of variance (ANOVA) was used to compare the STATIC scores between the independent variables and the subscales of the STATIC survey. No statistical significance was reported for any of the independent variables. Cohen's "d" effect size analysis was calculated to provide a measure of meaningfulness to the findings and resulted in practical significance for the variables of years of teaching, type of certificate and type of inclusion model. Future research is needed to determine if these independent variables have statistical significance when levels are increased, or when the sample includes teachers with exposure to the inclusive environment beyond the 12 month period selected for the purpose of this study. A larger study sample may also prove useful in determining statistical significance. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois