Inclusion in today's classrooms is, on the most part, widely accepted as an appropriate placement for students with differing arrays of disabilities. Although inclusion is often mandated by law, general education teachers more often do not have the proper training or positive attitudes toward its use. This study looks for specific characteristics, traits or differences from those who have negative attitudes or positive attitudes toward inclusionary classrooms in the next generation of teachers. The main hypothesis is pre-service educators will have more positive attitudes after taking the Human Exceptionality class. Finally, implications are made regarding the kind of training general education teachers should receive in collaborative and inclusive practices, and the need to strengthen pre-service education teachers and professional development in order for teachers attitudes toward inclusion to become positive.
","abstract_html":"<p>Inclusion in today's classrooms is, on the most part, widely accepted as an appropriate placement for students with differing arrays of disabilities. Although inclusion is often mandated by law, general education teachers more often do not have the proper training or positive attitudes toward its use. This study looks for specific characteristics, traits or differences from those who have negative attitudes or positive attitudes toward inclusionary classrooms in the next generation of teachers. The main hypothesis is pre-service educators will have more positive attitudes after taking the Human Exceptionality class. Finally, implications are made regarding the kind of training general education teachers should receive in collaborative and inclusive practices, and the need to strengthen pre-service education teachers and professional development in order for teachers attitudes toward inclusion to become positive.</p>","abstract_has_math":false,"creators":["Phillips, Lee E."],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Klanderman, John","Epifanio, Frank"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-05-06T07:00:00Z","date_published":"2009-05-06T07:00:00Z","updated_at":"2026-07-24T04:13:27Z","subjects":["Inclusive education; Student teachers--Attitudes","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/656","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Klanderman, John","Epifanio, Frank"]},{"key":"dc:creator","label":"Author","values":["Phillips, Lee E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education; Student teachers--Attitudes","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/656"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Inclusion in today's classrooms is, on the most part, widely accepted as an appropriate placement for students with differing arrays of disabilities. Although inclusion is often mandated by law, general education teachers more often do not have the proper training or positive attitudes toward its use. This study looks for specific characteristics, traits or differences from those who have negative attitudes or positive attitudes toward inclusionary classrooms in the next generation of teachers. The main hypothesis is pre-service educators will have more positive attitudes after taking the Human Exceptionality class. Finally, implications are made regarding the kind of training general education teachers should receive in collaborative and inclusive practices, and the need to strengthen pre-service education teachers and professional development in order for teachers attitudes toward inclusion to become positive.
"]},{"key":"dc:title","label":"Title","values":["Pre-service teachers' attitudes toward the use of inclusive classrooms"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Klanderman, John","Epifanio, Frank"],"dc:creator":["Phillips, Lee E."],"dc:date.available":["2016-03-18T07:00:00Z"],"dc:description.abstract":["Inclusion in today's classrooms is, on the most part, widely accepted as an appropriate placement for students with differing arrays of disabilities. Although inclusion is often mandated by law, general education teachers more often do not have the proper training or positive attitudes toward its use. This study looks for specific characteristics, traits or differences from those who have negative attitudes or positive attitudes toward inclusionary classrooms in the next generation of teachers. The main hypothesis is pre-service educators will have more positive attitudes after taking the Human Exceptionality class. Finally, implications are made regarding the kind of training general education teachers should receive in collaborative and inclusive practices, and the need to strengthen pre-service education teachers and professional development in order for teachers attitudes toward inclusion to become positive.
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