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ERIC Number: ED549273
Record Type: Non-Journal
Publication Date: 2012
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4941-5
ISSN: N/A
Teacher Attitudes Concerning Inclusion
Levine, Sharon A.
ProQuest LLC, D.Psy. Dissertation, Fairleigh Dickinson University
During the 1970s, an estimated 3 million children with disabilities received inappropriate or inadequate educational services, and an additional almost 1 million children were excluded from the educational system (U. S. Department of Education as cited by Smith, Polloway, Patton, & Dowdy, 2004). Most of the programs that existed were limited and did not address all components of students' needs. PL 94-142 required that all children with disabilities receive a free and appropriate public education (FAPE). Today, services for students with disabilities have increased dramatically. Today Federal special education law PL 94-142, Education of All Handicapped Children Act (EACHA) and the Individuals with Disabilities Education Act (IDEA) mandated that services for students with disabilities had to increase dramatically. Inclusion has become a current trend in education, which is defined as students with disabilities who are fully included in general education classes while the instruction that they receive is based on what they are capable of doing (Friend & Bursuck, 2002). The goal of inclusion is to provide all students with the opportunity to participate and learn in a class that is challenging and that provides opportunities for success. The present investigation explored teachers' attitudes towards inclusion. Type of certification, level taught, experience, and training were hypothesized to have an impact on teachers' attitudes regarding inclusion. The multiple regression analyses resulted in non-significance. Neither individually nor in combination did type of certification, level taught, experience, or training affect teachers' attitudes towards inclusion according to multiple regression analysis. However, an independent t-test of the training variable did achieve significance. Results were discussed and suggestions were made for future research. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; Individuals with Disabilities Education Act