Teachers' Attitudes Toward Inclusion
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This research paper presents the topic of inclusion. The law mandates that all children receive an adequate education, yet studies show that the debate about inclusion persists. Pro-inclusionists argue that special education is unequal, more expensive and detrimental to all children. Non-inclusionists argue that disabled students need extra attention, which may disrupt regular classrooms. In addition it is argued that inclusion has resulted in increased segregation of minority students. The argument that the disabled student receives more social adjustment in the regular classroom sways some toward inclusion, however teacher and administrator attitudes toward inclusion remain inconsistent. Studies agree that training and experience, adequate support, classroom factors, and disability severity or type all affect inclusion attitudes of teachers regardless of school level. Future research needs to clarify factors and barriers related to successful inclusion and positive inclusion attitudes in all involved, for all student age and disability groups. The following research paper presents the topic of inclusion. Background information related to inclusion is presented and followed by an overview of current research, and a review of the literature. Areas of agreement and disagreement are presented along with unresolved issues or issues with conflicting findings, implications of findings, and future trends. Background Information Related to Inclusio
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nd 6th Grades. Students with developmental delays and emotional/behavioral disorders were included. These special needs students were included in the general education class but were pulled out for specific instruction in language arts and mathematics. Teacher-reports were that inclusion effectiveness is related to the strengths and weaknesses of the students. For example, those students with positive attitudes and high motivation levels benefited most from inclusion and those students with severe academic and work completion difficulties benefited less from inclusion. The teacher-participant reported that special education students struggle in general education classes due to reading difficulties and when the work becomes too hard the students are unable to complete class work, pointing to the drawback of inclusion. Additional problems with inclusion include the tendency toward low work expectations and low academic goals set for disabled students in the general education classes. Since disabled students require motivation to work toward academic goals and higher expectations, these low expectations and goals are particularly problematic. The teacher-participant reported personal observations that teachers in general educ
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Connor Ferri, Thompson Wilde, Leyser Tappendorf, Heflinßand Bullock, Grades Students, , Birne-Smith Latham, Harding Darling, Trends Findings, Support Wall, special education, attitudes inclusion, education teachers, positive attitudes, special students, school teachers, disabled students, teacher attitudes, et al, teachers reported, positive attitudes inclusion, special education teachers, elementary secondary school, jones et al, et al 2002,
Approximate Word count = 4661
Approximate Pages = 19 (250 words per page)
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