Inclusion: an analysis of middle school teachers attitudes toward the integration of students with disabilities into the regular classroom, 1997

Ward, Albert Ray, Jr.

1990-1999

This study examined the expressed attitudes of regular classroom teachers toward the inclusion of students with disabilities into their classrooms. Specific attention was given to those variables affecting teacher attitudes. Data obtained from seventy-three (73) teachers in the Atlanta Public School System provided information on the teacher's perceptions of inclusion as a viable concept in education. Responses obtained from a data inventory consisting of social-occupational characteristics provided data for determining the teacher's expressed attitudes toward inclusion of students with disabilities in regular classrooms. The results indicate that there is a significant difference between the expressed attitudes of regular classroom teachers. Results further indicate that sex and the number of special education undergraduate and graduate courses completed are variables that influence attitude.

text

application/pdf

1997-05-01

thesis

Education Specialist (EdS)

Clark Atlanta University

School of Education, Exceptional Student Education

Rogers, Brenda

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:1997_ward_albert_r_jr