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ERIC Number: EJ1064663
Record Type: Journal
Publication Date: 2013-Jun
Pages: 10
Abstractor: As Provided
Reference Count: 50
ISSN: EISSN-1941-3432
Tracing Inclusion: Determining Teacher Attitudes
Logan, Brenda E.; Wimer, Gregory
Research in Higher Education Journal, v20 Jun 2013
Though there appears to be an onslaught of No Child Left Behind, there is still more emphasis on testing than ever before. With the new implementation of national common-core standards, many school districts have moved towards full inclusive classrooms. However, it is rare that teachers have any input on whether such major decisions are apropos for their classrooms. Ergo, the purpose of this study was to investigate teacher attitudes towards inclusion. The study was controlled by three major points of inquiry to determine statistical significance: 1.) Would years of experience matter in teacher attitudes? 2.) Would sex make a difference? 3.) Would the school level matter? A total of 203 southeast Georgia teachers agreed to respond to an 8-item survey pertaining to beliefs about inclusion, benefits of inclusion, preparation for teaching, and availability of materials and assistance. The data from middle, k-4, and high school teachers held some surprising results.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: Brown v Board of Education; Education for All Handicapped Children Act; Individuals with Disabilities Education Act; No Child Left Behind Act 2001