This study used a survey to obtain information regarding regular education teachers' and special education teachers' attitude toward inclusive education and other related issues in inclusive classrooms, such as co-teaching, teaching strategies, instructional planning, learning capabilities, accommodations, and mutual respect. Two hundred copies of the surveys were distributed to 7 public schools, 105 were returned. Of those, 60 were elementary teachers, 14 were special education teachers, 16 were middle school teachers, and 10 were high school teachers.
The responses were analyzed using 1-5 points, 1 to indicated strongly agree, 2 to indicate agree, 3 to indicate neither agree nor disagree, 4 to indicate disagree, and 5 to indicate strongly disagree. A factor analysis was used to categorize 20 survey items into 6 factors. Mean and standard deviation were computed. An ANOVA analysis was used to compare the difference between regular and special education groups.
Results show a significant difference between regular education teachers and special education teachers on their perspectives of co-teaching. College courses pertaining to special education may benefit regular education teachers, and hopefully prepare them for the job of teaching students with disabilities.
","abstract_html":"<p>This study used a survey to obtain information regarding regular education teachers' and special education teachers' attitude toward inclusive education and other related issues in inclusive classrooms, such as co-teaching, teaching strategies, instructional planning, learning capabilities, accommodations, and mutual respect. Two hundred copies of the surveys were distributed to 7 public schools, 105 were returned. Of those, 60 were elementary teachers, 14 were special education teachers, 16 were middle school teachers, and 10 were high school teachers.</p> <p>The responses were analyzed using 1-5 points, 1 to indicated strongly agree, 2 to indicate agree, 3 to indicate neither agree nor disagree, 4 to indicate disagree, and 5 to indicate strongly disagree. A factor analysis was used to categorize 20 survey items into 6 factors. Mean and standard deviation were computed. An ANOVA analysis was used to compare the difference between regular and special education groups.</p> <p>Results show a significant difference between regular education teachers and special education teachers on their perspectives of co-teaching. College courses pertaining to special education may benefit regular education teachers, and hopefully prepare them for the job of teaching students with disabilities.</p>","abstract_has_math":false,"creators":["Waligore, Lisa R."],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-09T07:00:00Z","date_published":"2002-05-09T07:00:00Z","updated_at":"2026-07-24T04:14:32Z","subjects":["Special education teachers--Attitudes; Teachers--Attitudes","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1528","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":["Waligore, Lisa R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special education teachers--Attitudes; Teachers--Attitudes","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1528"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study used a survey to obtain information regarding regular education teachers' and special education teachers' attitude toward inclusive education and other related issues in inclusive classrooms, such as co-teaching, teaching strategies, instructional planning, learning capabilities, accommodations, and mutual respect. Two hundred copies of the surveys were distributed to 7 public schools, 105 were returned. Of those, 60 were elementary teachers, 14 were special education teachers, 16 were middle school teachers, and 10 were high school teachers.
The responses were analyzed using 1-5 points, 1 to indicated strongly agree, 2 to indicate agree, 3 to indicate neither agree nor disagree, 4 to indicate disagree, and 5 to indicate strongly disagree. A factor analysis was used to categorize 20 survey items into 6 factors. Mean and standard deviation were computed. An ANOVA analysis was used to compare the difference between regular and special education groups.
Results show a significant difference between regular education teachers and special education teachers on their perspectives of co-teaching. College courses pertaining to special education may benefit regular education teachers, and hopefully prepare them for the job of teaching students with disabilities.
"]},{"key":"dc:title","label":"Title","values":["Teachers' attitudes toward inclusion: what did they say?"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Waligore, Lisa R."],"dc:date.available":["2016-05-20T07:00:00Z"],"dc:description.abstract":["This study used a survey to obtain information regarding regular education teachers' and special education teachers' attitude toward inclusive education and other related issues in inclusive classrooms, such as co-teaching, teaching strategies, instructional planning, learning capabilities, accommodations, and mutual respect. Two hundred copies of the surveys were distributed to 7 public schools, 105 were returned. Of those, 60 were elementary teachers, 14 were special education teachers, 16 were middle school teachers, and 10 were high school teachers.
The responses were analyzed using 1-5 points, 1 to indicated strongly agree, 2 to indicate agree, 3 to indicate neither agree nor disagree, 4 to indicate disagree, and 5 to indicate strongly disagree. A factor analysis was used to categorize 20 survey items into 6 factors. Mean and standard deviation were computed. An ANOVA analysis was used to compare the difference between regular and special education groups.
Results show a significant difference between regular education teachers and special education teachers on their perspectives of co-teaching. College courses pertaining to special education may benefit regular education teachers, and hopefully prepare them for the job of teaching students with disabilities.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1528"],"dc:subject":["Special education teachers--Attitudes; Teachers--Attitudes","Special Education and Teaching"],"dc:title":["Teachers' attitudes toward inclusion: what did they say?"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:14:32Z"}