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ERIC Number: ED545936
Record Type: Non-Journal
Publication Date: 2012
Pages: 83
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7369-1
ISSN: N/A
Inclusion and the Least Restrictive Environment: A Study of Teachers' Attitudes toward the Inclusion of Students with Disabilities
Otero, Diana
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to investigate the attitudes of both general and special education teachers toward the inclusion of students with disabilities in the general education setting and determine if there is a significant difference between both groups. The study also investigated a possible correlation between the number of years of teaching experience and a positive attitude towards the inclusion of students with disabilities in the general education setting. In addition, the study examined differences between teachers with a higher educational degree and those with bachelor's degrees to determine if attitudes were more positive for teachers with higher educational degrees. The study was conducted with teachers currently working with students identified with a learning disability who are being served in the general education setting. This study was a quantitative descriptive study using the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) as the survey instrument. The participants in this study consisted of 103 general and special education teachers currently serving students with disabilities in the general education setting. The findings in this study revealed that more than half of the teachers surveyed have a positive attitude toward including students with disabilities in the general education setting. The data also established that there were no significant differences in regards to educational level and attitudes toward inclusion among teachers who hold a bachelor's degree and those who hold master's or above degrees. The study also found no positive correlation between years of experience and a teacher's attitude toward the inclusion of students with disabilities in the general education classroom. The findings also indicate that special education teachers are more positive towards including students with disabilities. [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.]
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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