NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863242
Record Type: Journal
Publication Date: 2009-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1471-3802
Teacher Attitude towards Inclusion Practices and Special Needs Students
Ross-Hill, Rorie
Journal of Research in Special Educational Needs, v9 n3 p188-198 Nov 2009
This paper investigates the varying attitudes of regular (mainstream) education teachers towards the implementation of inclusion in elementary and secondary school classrooms. This paper tries to take into account the need for a better understanding of teacher attitude towards inclusion and how the inclusive environment can be improved. The present paper concentrates on examining whether there is a difference in attitude between elementary regular education teachers and secondary regular education teachers. The participants of this study were 73 teachers from three public elementary and secondary schools in rural, southeastern USA who completed the Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC). The results indicated that most teachers support the practice of inclusion in regular education classrooms or possess a neutral consensus towards the practice of inclusion as it relates to teaching assignment. For example, grade level, subject area or type of inclusion practice (full or partial). Meaning that the results for this study were mixed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A