Factors of Inclusion in High Schools
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Research has provided evidence that most studies of teacher attitudes toward inclusion tend to include a mix of elementary, secondary, and high school teachers and they tend to study topics such as attitudes, prior experience, training needs, support needs, and teacher/student/school attributes. For example, Wall (2002) studied teachers from each of these schools (elementary, secondary, and high school) and determined that teachers were more comfortable with inclusion and teaching special needs students when they had prior experience with this group. Other studies support the need for training to be comfortable with inclusion of special needs students in the classroom (Jobe, Rust, & Brissie, 1996; Singh, 2002). General teachers report needing support and communication with special education teachers to help special needs children (Heflin & Bullock, 1999). The type of disability, student characteristics, and school climate are related to teacher attitudes toward inclusion (Soodak, Podell, & Lehman, 1998). Findings related to the topic of inclusion are mixed. Leyser and Tappendorf (2001) found that attitudes toward mainstreaming are not favorable or unfavorable. These authors also found that general and special education teachers differed in their methods; general education teachers tended not to implement the strategies that are needed to deal with special needs students while special education teachers did. Findings related to secondary schools are few in number,
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rs concluded that most teachers lack confidence and knowledge regarding the inclusion of physically disabled students in the regular classroom and require training to increase positive attitudes toward inclusion.
Support Needs
Heflinßand Bullock (1999) interviewed 18 teachers in general and special education (elementary, middle, and high schools in Texas) regarding attitudes toward inclusion. The authors found that none of the schools were able to accomplish full inclusion for all students with emotional/behavioral disorder. Teachers reported needs for support and communication between special education and general education teachers. General education teachers reported being unprepared to teach the special needs students and they reported varying degrees of fear and skepticism regarding inclusion. General education teachers were willing to try inclusion with support but feared this support would be lacking. Older teachers were more resistant to inclusion compared to younger teachers. Elementary school teachers refused to use new techniques and high school teachers reacted to this notion with dead silence.
D'Alonzo,ßGiordano, andßVanLeeuwen (1997) surveyed 336 teachers from elementary, middle, and high schools re
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Some common words found in the essay are:
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Approximate Word count = 3127
Approximate Pages = 13 (250 words per page)
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