Teacher Attitudes Towards Inclusion

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.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2023

Author dc:creator

• Honas, Elaina

Advisor dc:contributor.advisor

• Saatcioglu, Argun

• Education
• Co-Teaching
• Disabilities
• Inclusion
• MATIES
• Teacher Attitude Survey

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:19109

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/38673