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ERIC Number: EJ1168343
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: EISSN-2331-186X
Perceptions and Attitudes about Inclusion: Findings across All Grade Levels and Years of Teaching Experience
Gaines, Trudi; Barnes, Marsha
Cogent Education, v4 n1 Article 1313561 2017
Kindergarten through 12th-grade classrooms is almost exclusively inclusive instructional settings. Supports for the regular education teachers vary as time and budgets permit, placing increased responsibility for providing instruction to children with disabilities on these teachers. Professional development targeted at teachers' self-efficacy with respect to inclusion best practices should be provided, with such efforts informed by the specific needs of the participants. This paper presents an investigation of the implementation of a measuring instrument for that purpose with findings and implications for guiding professional development.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A