Date Approved

5-6-2003

Embargo Period

5-4-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

Advisor

Dihoff, Roberta

Subject(s)

Inclusive education; Teachers--Attitudes

Disciplines

Educational Psychology

Abstract

The purpose of this research is to identify teachers' attitudes towards inclusion and factors that may affect their attitudes. The factors that were evaluated were: grade level taught, number of students in class, type of school, experience with special needs children, success with special needs children, administrative support, additional support services, level of education and years in the profession. Teachers in grades Kindergarten to twelfth (n=33) completed the "Survey of Teachers' Opinions Relative to Mainstreaming Special Needs Children." A correlation on the data showed that administrative support was significantly correlated with teachers' against inclusion score. Higher levels of administrative support are related to more positive attitudes towards inclusion. The other factors were found to be not significant. A descriptive analysis showed that many of the factors were going in the direction predicted. The descriptive analysis was starting to show support but not enough to show significant correlations.

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