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ERIC Number: ED523803
Record Type: Non-Journal
Publication Date: 2010
Pages: 113
Abstractor: As Provided
ISBN: ISBN-978-1-1244-0989-4
To Include or Not to Include: A Study of Teachers' Attitudes toward Inclusive Classrooms
Colber, Cheryl D.
ProQuest LLC, Ph.D. Dissertation, Capella University
Legislation related to special education has impacted the way that public schools educate children with special needs. The movement toward inclusion and inclusive classrooms is intended to provide students with disabilities an optimal educational experience, both academically and socially. The success of inclusion, however, can be limited if teachers are not supportive of the practice or if they do not feel sufficiently prepared to face the challenges of teaching in an inclusion setting. Given the importance of teachers' attitudes toward implementing new educational practices, and the nationwide push for inclusive schools, a need exists to obtain more information regarding teachers' attitudes toward inclusion. The purpose of this study was to compare the attitudes of regular education teachers and special education teachers regarding inclusion of students with disabilities through a mixed method, descriptive approach. The data revealed general support for inclusion among both general and special educators, and also a shared call for more training and support to best implement the practice. Results from the study provide an insight into the types of professional learning required and administrative support that is needed. School systems can use the results to assist in the development of professional learning activities, as a screening method for new employees, and to measure teachers' opinions of the effectiveness of inclusion. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A