NotesFAQContact Us
Search Tips
ERIC Number: ED554729
Record Type: Non-Journal
Publication Date: 2013
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-3350-0
General Education Teachers' Attitude towards Inclusion and Factors That Contribute to Their Attitude
Sprowl-Loftis, Pandora M.
ProQuest LLC, D.Ed. Dissertation, Capella University
This study was designed to improve general education teachers' attitudes and perceptions towards inclusion. The target population teaches prekindergarten through fifth grade at an Academy Charter School in Atlanta, Georgia. This population consisted of 11 teachers who participated in the study. The study was based on interviews, surveys, and observations conducted at the Charter School. The research questions in this action research study; addressed factors that contribute to general education teachers' attitude towards inclusion such as (a) What are general education teachers' views on the number of special needs students in an inclusion setting? (b) What are general education teachers' perceptions on attending professional development training to enhance their knowledge, understanding, and awareness of students with disabilities? (c) What are general education teachers' qualifications and experiences in educating students with disabilities? (d) What are general education teachers' perceptions of their school's level of administrative support? (e) What is the effectiveness of the professional development training (the intervention) in this study? The instruments utilized in this action research study were a researcher-designed survey on teachers' attitudes towards inclusion. It consisted of a 30-question survey. Part A consisted of 29 statements based on a 5-point Likert type scale (1 = strongly disagree, 2 = disagree, 3 = neutral , 4 = agree, 5 = strongly agree). Part B of the survey consisted of one opened-ended question. A second instrument used was a researcher-designed interview matrix. The matrix consisted of 11 open-ended questions. The third instrument used was a researcher-designed teacher observational checklist to evaluate the teacher intervention (professional development training). The findings of this study indicated that teachers' attitudes towards inclusion are contributed to the lack of training, knowledge, experience with special needs students, and the number of students with disabilities in general education classrooms. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia