Date Approved
5-6-2009
Embargo Period
3-18-2016
Document Type
Thesis
Degree Name
M.A. in School Psychology
Department
Educational Services and Leadership
College
College of Education
Advisor
Dihoff, Roberta
Committee Member 1
Klanderman, John
Committee Member 2
Epifanio, Frank
Subject(s)
Inclusive education; Student teachers--Attitudes
Disciplines
Educational Psychology
Abstract
Inclusion in today's classrooms is, on the most part, widely accepted as an appropriate placement for students with differing arrays of disabilities. Although inclusion is often mandated by law, general education teachers more often do not have the proper training or positive attitudes toward its use. This study looks for specific characteristics, traits or differences from those who have negative attitudes or positive attitudes toward inclusionary classrooms in the next generation of teachers. The main hypothesis is pre-service educators will have more positive attitudes after taking the Human Exceptionality class. Finally, implications are made regarding the kind of training general education teachers should receive in collaborative and inclusive practices, and the need to strengthen pre-service education teachers and professional development in order for teachers attitudes toward inclusion to become positive.
Recommended Citation
Phillips, Lee E., "Pre-service teachers' attitudes toward the use of inclusive classrooms" (2009). Theses and Dissertations. 656.
https://rdw.rowan.edu/etd/656
