Attitudes of teachers on inclusion in a private school that is not federally mandated

The study examines teachers' attitudes toward inclusion in a private school setting. Seventeen general education classroom teachers in a private religious day school completed a 33-item questionnaire designed to assess their attitudes toward inclusion of students with disabilities in their classroom. Areas addressed in the survey include: non-teaching related concern, teaching related concerns, feelings of adequacy at implementing inclusion, how other students may feel toward inclusion, concerns of teaching and student learning, and professional development. Results revealed that overall teachers in this private school have a positive or realistic attitude toward inclusion of students with disabilities.

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Special Education

Grantor dc:publisher

University of Nevada, Las Vegas

Year

2002

Author dc:creator

• Kelley, Tracy L

Contributors dc:contributor

• Rebecca Nathanson

Statement dc:rights

• IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English

Identifier

https://oasis.library.unlv.edu/rtds/1371

OAI identifier oai:identifier

oai:oasis.library.unlv.edu:rtds-2370