Date of Award
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
This study investigated factors that may predict teacher attitudes toward including students with special needs in the general Education classroom. Factors examined in this study included experience working with children with disabilities, level of training, type of disability of the student, perceived administrative support, and perceived school climate. Past research suggested that these factors, with the exception of perceived school climate, influence teacher attitudes toward inclusive Education. Goals of the present study included determining to what extent each factor may predict teacher attitudes toward inclusion with the addition of perceptions of school climate. 163 elementary and secondary general and special Education teachers were surveyed to determine their attitudes toward inclusion, willingness to include students with various disabilities, perceived levels of administrative support, and perceived school climate within the school in which they work. Prior research was supported and all hypothesized variables predicted attitudes toward inclusion. A willingness to include students with emotional/behavioral concerns was correlated with the amount of training received relative to working with students with disabilities and was a robust predictor of attitudes toward inclusion. Perceptions of school climate were also a significant predictor of attitudes toward inclusion, with more positive perceptions of school climate being associated with more positive attitudes toward inclusion.
Recommended Citation
Mccarthy, Michael, "Factors Predicting Teacher Attitudes Toward Inclusive Education" (2019). All-Inclusive List of Electronic Theses and Dissertations. 1621.
https://scholars.indianastate.edu/etds/1621