Approximately one-third of school-age children have been identified as students with learning disabilities. As a result, teachers are confronted with the challenge of providing quality instruction to students with diverse learning needs. Challenges and benefits abound in the inclusive classroom. Therefore, the study, considered quantitative, non-experimental, and survey research in nature, explored variables that influence teacher perception and participant-perceived satisfaction of inclusion. The cross-national study consisted of 112 participants hailing from public and private schools in Africa, Europe, and the United States. Differentiated instruction, social skills development, pre-service preparedness, and classroom culture represented the most statistically significant correlates in predicting teacher perception of inclusion as superior in meeting the comprehensive educational needs of students with mild to moderate learning disabilities.
|Advisor:||Stanley, Susan K., Gollery, Thomas J.|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Subjects:||Education, Special education|
|Keywords:||Differentiated instruction, Inclusion, Learning disabilities, Perception, Response to intervention, Satisfaction|
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