M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Elementary school teachers--Attitudes; Mainstreaming in education
Elementary Education and Teaching
The purpose of this study was to investigate the relationship between the perceptions of available inclusion supports by elementary teachers and their attitudes toward inclusion education. This correlational study used a non-random, convenience population: all thirty-nine members taught in a common district that implemented inclusion. They completed a closed-ended questionnaire which measured attitudes toward inclusion and their perceptions of available supports.
The research yielded inconsistent evidence related to the null hypothesis. Attitudes of teachers concerning inclusion and their perceived level of supports were not found to be statistically related. However, there were corresponding percentages of those who considered substantial resources available and favorable attitudes toward inclusion education. In contrast to general attitudes, the willingness to implement inclusion and perceived level of supports were significantly correlated. Finally, satisfaction with the current inclusion program was significantly related to opinions concerning inclusion.
Apparently, a sufficient supports system was a potential source of favorable attitudes toward inclusion, but the same pattern did not occur for low supports and attitudes. It was also evident that the perceived level of supports did not necessarily reflect satisfaction with the inclusion program. Finally, attitudes regarding personal involvement with inclusion tended to be influenced by available resources.
Minkin, Lisa B., "General educators and their needs for inclusion classrooms" (1996). Theses and Dissertations. 2186.