Date of Award
University or Center
Clark Atlanta University(CAU)
Dr. Leslie J. Fenwick
This study investigated charter school administrators' attitude toward inclusion and its influence on academic, behavioral, physical, and social accommodations for students with special needs. This study addressed differences in attitude toward inclusion of charter school administrators who had differing number of years of teaching experience, number of years of administrative experience, and special education background. The study also addressed attitude toward inclusion based on age, gender, and level of education.
The population for this study consisted of charter school administrators from 4 8 randomly selected charter schools. A total of 41 responses were received from Arizona, California, Colorado, Georgia, Massachusetts, Michigan, Minnesota, Texas, and Wisconsin charter schools.
The instrument used was the Attitude Toward Inclusive Education Scale (ATIES). Factors addressed on the ATIES were academic, behavioral, physical, and social accommodations. Analysis of variance was used for statistical analysis in this study. The probability level of .05 was used to test each hypothesis for acceptance or rejection.
The findings suggest that males and females differ in their attitude toward inclusion when the disabilities involve the need for physical accommodations. Significant data were produced which also suggest that the number of years of teaching experience affect charter school administrators' attitude toward inclusion when the disabilities involve the need for behavioral accommodations.
The conclusions drawn from the findings suggest that age, the number of special education courses completed, years of teaching experience, and years of administrative experience have no impact on the administrator's attitude toward inclusion.
Rutherford-Hasan, Cheryl, "A study of charter school administrators' attitudes toward inclusion of students with special needs" (1998). ETD Collection for AUC Robert W. Woodruff Library. 2176.