This study investigated factors that may predict teacher attitudes toward including students with special needs in the general education classroom. Factors examined in this study included experience working with children with disabilities, level of training, type of disability of the student, perceived administrative support, and perceived school climate. Past research suggested that these factors, with the exception of perceived school climate, influence teacher attitudes toward inclusive education. Goals of the present study included determining to what extent each factor may predict teacher attitudes toward inclusion with the addition of perceptions of school climate. 163 elementary and secondary general and special education teachers were surveyed to determine their attitudes toward inclusion, willingness to include students with various disabilities, perceived levels of administrative support, and perceived school climate within the school in which they work. Prior research was supported and all hypothesized variables predicted attitudes toward inclusion. A willingness to include students with emotional/behavioral concerns was correlated with the amount of training received relative to working with students with disabilities and was a robust predictor of attitudes toward inclusion. Perceptions of school climate were also a significant predictor of attitudes toward inclusion, with more positive perceptions of school climate being associated with more positive attitudes toward inclusion.
|Commitee:||Sailes, JaDora, Sheets, Virgil|
|School:||Indiana State University|
|Department:||Communication Disorders, Counseling, School, and Educational Psychology|
|School Location:||United States -- Indiana|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Keywords:||Attitudes, Education, Factors, Inclusive, Predicting, Teacher|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be