{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/38673"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/38673","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"Teacher Attitudes Towards Inclusion","abstract":"The purpose of this quantitative study was to examine the attitudes of general education andspecial education teachers towards inclusion in a Suburban school district in the Midwest. Withthe increase in the number of students who are qualifying for special education coupled with thespecial education staff shortage, there is a need to examine how teachers feel towards inclusion.This study utilized the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) instrument to examine the cognitive, affective, and behavioral domains of teacher attitudes. A sample of 153 teachers in a public school district was obtained. Overall, there was not a discrepancy in scores between general education and special education teacher attitudes,however, there were some significant scores as it relates to years of teaching and how manyspecial education courses a teacher has had. Furthermore, teachers provided input regardingbarriers and benefits to inclusion in addition to their perception of co-teaching which providedinsight for future research for inclusion.","abstract_html":"The purpose of this quantitative study was to examine the attitudes of general education andspecial education teachers towards inclusion in a Suburban school district in the Midwest. Withthe increase in the number of students who are qualifying for special education coupled with thespecial education staff shortage, there is a need to examine how teachers feel towards inclusion.This study utilized the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) instrument to examine the cognitive, affective, and behavioral domains of teacher attitudes. A sample of 153 teachers in a public school district was obtained. Overall, there was not a discrepancy in scores between general education and special education teacher attitudes,however, there were some significant scores as it relates to years of teaching and how manyspecial education courses a teacher has had. Furthermore, teachers provided input regardingbarriers and benefits to inclusion in addition to their perception of co-teaching which providedinsight for future research for inclusion.","abstract_has_math":false,"creators":["Honas, Elaina"],"institution":"University of Kansas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Saatcioglu, Argun"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-31","date_published":"2023-12-31","updated_at":"2026-07-24T02:45:42Z","subjects":["Education","Co-Teaching","Disabilities","Inclusion","MATIES","Teacher Attitude Survey"],"languages":["en"],"rights":["Copyright held by the author."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:19109"],"render_values":[{"text":"http://dissertations.umi.com/ku:19109","href":"http://dissertations.umi.com/ku:19109","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/1808/38673","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Saatcioglu, Argun"]},{"key":"dc:creator","label":"Author","values":["Honas, Elaina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-04-24T16:15:08Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-04-24T16:15:08Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-12-31"]},{"key":"dc:publisher","label":"Institution","values":["University of Kansas"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Co-Teaching","Disabilities","Inclusion","MATIES","Teacher Attitude Survey"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright held by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:19109"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1808/38673"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quantitative study was to examine the attitudes of general education andspecial education teachers towards inclusion in a Suburban school district in the Midwest. Withthe increase in the number of students who are qualifying for special education coupled with thespecial education staff shortage, there is a need to examine how teachers feel towards inclusion.This study utilized the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) instrument to examine the cognitive, affective, and behavioral domains of teacher attitudes. A sample of 153 teachers in a public school district was obtained. Overall, there was not a discrepancy in scores between general education and special education teacher attitudes,however, there were some significant scores as it relates to years of teaching and how manyspecial education courses a teacher has had. Furthermore, teachers provided input regardingbarriers and benefits to inclusion in addition to their perception of co-teaching which providedinsight for future research for inclusion."]},{"key":"dc:title","label":"Title","values":["Teacher Attitudes Towards Inclusion"]}]}],"canonical_facts":{"dc:contributor.advisor":["Saatcioglu, Argun"],"dc:creator":["Honas, Elaina"],"dc:date.accessioned":["2026-04-24T16:15:08Z"],"dc:date.available":["2026-04-24T16:15:08Z"],"dc:date.issued":["2023-12-31"],"dc:description.abstract":["The purpose of this quantitative study was to examine the attitudes of general education andspecial education teachers towards inclusion in a Suburban school district in the Midwest. Withthe increase in the number of students who are qualifying for special education coupled with thespecial education staff shortage, there is a need to examine how teachers feel towards inclusion.This study utilized the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) instrument to examine the cognitive, affective, and behavioral domains of teacher attitudes. A sample of 153 teachers in a public school district was obtained. Overall, there was not a discrepancy in scores between general education and special education teacher attitudes,however, there were some significant scores as it relates to years of teaching and how manyspecial education courses a teacher has had. Furthermore, teachers provided input regardingbarriers and benefits to inclusion in addition to their perception of co-teaching which providedinsight for future research for inclusion."],"dc:identifier.other":["http://dissertations.umi.com/ku:19109"],"dc:identifier.uri":["https://hdl.handle.net/1808/38673"],"dc:language.iso":["en"],"dc:publisher":["University of Kansas"],"dc:rights":["Copyright held by the author."],"dc:subject":["Education","Co-Teaching","Disabilities","Inclusion","MATIES","Teacher Attitude Survey"],"dc:title":["Teacher Attitudes Towards Inclusion"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T02:45:42Z"}