ment of students, modifications needed, concerns about the students, and perceptions of their own attitudes about placement and inclusion. Specifically these reports were based on the inclusion of students with visual impairments. Previous studies have shown that general education teachers identify students with visual impairments as those they would least want to have in their classrooms. The sample for this study was surveyed regarding students with low vision and students who were functionally blind. Since teacher experience has been shown to be variable related to attitudes toward teaching special needs students, teachers were divided according to levels of experience. One group consisted of teachers who had taught a student with visual impairments, another group had minimal instruction interaction with visually students, and a third group was randomly selected.
Wall (2002) reported that findings showed the following: a low percentage for each group reported concern regarding th
...