The purposes of this study are to a) evaluate teachers' attitudes towards inclusion and willingness to provide supports to students with special needs, b) evaluate teachers' willingness to collaborate and use co-teaching models after training, c) evaluate whether or not teachers feel more comfortable about inclusion, and d) evaluate whether or not teachers becomes more positive toward students with disabilities and willing to work with them in an inclusion setting. A total of 16 teachers, 9 general education and 7 special education participated in the study. A pre and post group design was used using a Likert Scale survey with 4 to 1 representing strong agreement to strong disagreement at the beginning and end of the training to compare teachers' opinions about inclusion and special education. Results show that all participants gained significantly higher scores in the areas of special education, instructional adaptation, co-teaching, and laws and regulations after the training. It indicates that teacher training could improve their understanding of inclusion and become positive towards students with special needs.
","abstract_html":"<p>The purposes of this study are to a) evaluate teachers' attitudes towards inclusion and willingness to provide supports to students with special needs, b) evaluate teachers' willingness to collaborate and use co-teaching models after training, c) evaluate whether or not teachers feel more comfortable about inclusion, and d) evaluate whether or not teachers becomes more positive toward students with disabilities and willing to work with them in an inclusion setting. A total of 16 teachers, 9 general education and 7 special education participated in the study. A pre and post group design was used using a Likert Scale survey with 4 to 1 representing strong agreement to strong disagreement at the beginning and end of the training to compare teachers' opinions about inclusion and special education. Results show that all participants gained significantly higher scores in the areas of special education, instructional adaptation, co-teaching, and laws and regulations after the training. It indicates that teacher training could improve their understanding of inclusion and become positive towards students with special needs.</p>","abstract_has_math":false,"creators":["Moore, Heather"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06-15T07:00:00Z","date_published":"2015-06-15T07:00:00Z","updated_at":"2026-07-24T04:13:15Z","subjects":["Inclusive education; Teachers--In-service training","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/465","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Moore, Heather"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-12-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education; Teachers--In-service training","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/465"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this study are to a) evaluate teachers' attitudes towards inclusion and willingness to provide supports to students with special needs, b) evaluate teachers' willingness to collaborate and use co-teaching models after training, c) evaluate whether or not teachers feel more comfortable about inclusion, and d) evaluate whether or not teachers becomes more positive toward students with disabilities and willing to work with them in an inclusion setting. A total of 16 teachers, 9 general education and 7 special education participated in the study. A pre and post group design was used using a Likert Scale survey with 4 to 1 representing strong agreement to strong disagreement at the beginning and end of the training to compare teachers' opinions about inclusion and special education. Results show that all participants gained significantly higher scores in the areas of special education, instructional adaptation, co-teaching, and laws and regulations after the training. It indicates that teacher training could improve their understanding of inclusion and become positive towards students with special needs.
"]},{"key":"dc:title","label":"Title","values":["The effects of in-service training on teachers' attitudes towards inclusion"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Moore, Heather"],"dc:date.available":["2015-12-12T08:00:00Z"],"dc:description.abstract":["The purposes of this study are to a) evaluate teachers' attitudes towards inclusion and willingness to provide supports to students with special needs, b) evaluate teachers' willingness to collaborate and use co-teaching models after training, c) evaluate whether or not teachers feel more comfortable about inclusion, and d) evaluate whether or not teachers becomes more positive toward students with disabilities and willing to work with them in an inclusion setting. A total of 16 teachers, 9 general education and 7 special education participated in the study. A pre and post group design was used using a Likert Scale survey with 4 to 1 representing strong agreement to strong disagreement at the beginning and end of the training to compare teachers' opinions about inclusion and special education. Results show that all participants gained significantly higher scores in the areas of special education, instructional adaptation, co-teaching, and laws and regulations after the training. It indicates that teacher training could improve their understanding of inclusion and become positive towards students with special needs.
"],"dc:identifier":["https://rdw.rowan.edu/etd/465"],"dc:subject":["Inclusive education; Teachers--In-service training","Special Education and Teaching"],"dc:title":["The effects of in-service training on teachers' attitudes towards inclusion"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:13:15Z"}