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ERIC Number: ED556427
Record Type: Non-Journal
Publication Date: 2013
Pages: 168
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-0454-6
ISSN: N/A
Perceptions of Attitudes toward Inclusion Offered by Teachers of Teachers: A Case Study
Albertoni, Diane
ProQuest LLC, Ph.D. Dissertation, Northcentral University
Since the passage of the No Child Left Behind Act in 2002, federal law requires schools to demonstrate yearly progress toward academic proficiency. Data have shown that students with special needs often achieve higher levels of academic growth in inclusive classrooms than in special education classrooms. Furthermore, studies have also suggested that the attitudes of teachers often determine the presence of inclusion in schools. However, prior studies have not identified consistent predictors of teachers' positive attitudes toward inclusion, even when the attitudes of inclusive teachers who held the same type of certification, and who taught the same grade level for the same number of years in the same geographic location were compared. In other words, data gathered from inclusive teachers during one study often contradicted data gathered from a similar population in another. Due to the inconsistency in previous research, it was proposed that the perspectives of university professors who instruct inclusion teachers might be useful for understanding this phenomenon. For that reason, a qualitative multiple case study was conducted in which education professors were interviewed regarding their perspectives on factors related to teachers' attitudes toward inclusion. A comparative analysis of the data revealed that professors did agree on four specific factors which they perceived to exert the most influence on teachers' attitudes toward inclusion. These included developing two sets of lesson plans for inclusive classes, interpreting Individualized Education Programs (IEPs), managing large classes, and providing extended instructional time for students with special needs while ensuring adequate instructional time for students in general education. The four new factors which have emerged in this study have not been investigated in prior studies of influences on teachers' attitudes toward inclusion. Based on this new data, recommendations for school practice include common planning time for teachers, using information from IEPs to create teaching strategies, increasing the use of technology, and working with colleagues to devise and evaluate lessons for students. Recommendations for further research include interviewing university professors in different geographic areas, and surveying inclusion teachers to determine the influence of these new factors on their attitudes toward 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: 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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001