General Education and Special Education Teachers’ Attitudes Towards Inclusion
David A. Hernandez
Walden University
-
Susan Hueck
Cook International
-
Carmen Charley
Walden University
Abstract
The purpose of this study was to examine the difference in general education and special education teachers’ attitudes towards inclusion of students with disabilities and to ascertain if levels of self-efficacy, teacher type, and education level were predictors of teachers’ attitudes towards inclusion. Data were collected from 118 elementary and middle school teachers using an online survey, and a 2-way ANOVA and multiple regression were conducted to answer the research questions. Results indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers and that teacher type and self-efficacy were predictors of teachers’ attitudes towards inclusion. Higher levels of self-efficacy were associated with more positive attitudes towards inclusion. Change in practice may be achieved if school district administrators implement teacher training to improve teacher self-efficacy regarding inclusive practices, which could ultimately improve student outcomes and narrow the achievement gap.
Read or Download
To Read this Article - or Download this Article (login required)
To Download the Entire FALL 2016 Issue of JAASEP - (login required)
NASET Members - Login to Access These Files.
Not a Member?
If you are a member of NASET, please login to freely access this and all archived articles of JAASEP
If you are NOT A MEMBER of NASET you may purchase this article of JAASEP for $4.95 (use the "Buy now" button below):
OR Buy the entire issue of JAASEP FALL 2016 for $19.95. Use the BUY NOW button below:
OR - Join NASET and have access to this & ALL PAST ISSUES of JAASEP - JOIN NASET