Inclusion of students with disabilities in regular education classrooms has become a hot topic in the current educational reform, and regular education teachers will play an important role in the educational experiences of the included special students. Because there is an existing relationship between attitudes and behavior, teachersÆ attitudes toward inclusion-related issues will play a significant role of their interactions with included special students, and also influence the quality of these studentsÆ experiences.
Regular classroom teachers are responsible for providing an education program for students with disabilities (Strosnider, Lyon, &Gartland, 1997). These teachers are routinely challenged in their efforts to plan for a diverse student population (Blanksby, 1997). As a result of this, inclusion is not a universally accepted concept or practice among educators and educational policy-makers (Fox & Ysseldyke, 1997). Teacher attitude is one of the most important variables in determining the success of innovative programs such as inclusion (Larrivee & Cook, 1979; MacDonald & Hardman, 1989; Parish, Nunn, & Hattrup, 1982; Stoler, 1992). Garvar-Pinhas and Schmelkin (1989) submit that for inclusion to be successful, the regular classroom teacher who is primarily responsible for itÆs success through his or her implementation efforts and practices, be receptive to the principles and demands of inclusion. A receptive attitude on the part of regular classroom teachers toward students with disabilities and their inclusion in regular education classrooms is considered a prerequisite to successful school integration (Bishop, 1986; Marchesi, Echelta, Martin, Bavio & Galam, 1991; Ritter, 1993; Wood, 1992).
Webb (1994) reported, ôBy the fall of 1993, almost every state was implementing inclusion at some levelö (p.2). These efforts provided new evidence that beliefs, knowledge, and values directly affect how or whether federa...