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ERIC Number: ED519028
Record Type: Non-Journal
Publication Date: 2010
Pages: 76
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-3178-8
Effects of Professional Development Training on Teachers' Attitudes toward Inclusion
Kelley, Torre Carter
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene College
The passage of legislation such as The Individuals with Disabilities Education Act of 1997 and the more recent No Child Left Behind Act mandated that special needs students be placed into the general education population whenever possible. This process of placement is known as inclusion. Many general education classroom teachers are being asked to assume the role of special education teachers without the benefit of training in special education practices, requirements, or laws. Consequently, many teachers feel unprepared to meet the needs of students. Research indicates that, with the proper training and encouragement, teachers are more confident and display a more positive attitude toward the inclusion process. As a result, both students and teachers benefit. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001