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

First Advisor

Dihoff, Roberta

Second Advisor

Klanderman, John

Third Advisor

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.

Share

COinS