Attitudes of teachers toward inclusion in regular elementary classrooms in the Davidson County, Tennessee, McGavock Cluster

Beverley Ann Jones, Tennessee State University

Abstract

The purpose of this research was to survey attitudinal differences between regular education and special education teachers toward inclusion of students with disabilities in regular education classrooms in the elementary schools of the McGavock Comprehensive High School Cluster. Permission was granted to this researcher by Dr. Felicia Wilczenski to use her modified Attitudes Toward Inclusive Education Scale (ATIES) instrument for the application of a subset group and for the extension of her original study.^ One hundred and eighty-two teachers participated in this study, in addition to the data gathered from the ATIES survey additional demographic data were collected. The four factors analyzed in the ATIES survey were physical, academic, behavioral and social.^ The resulting analysis of the data revealed the existence of a significant difference in attitude toward inclusive education between regular education and special education teachers within each factored area. Regular education teachers responded less favorably. Other data indicated differences among the four factors in their relationship to experience, certification, education, age and gender. (Abstract shortened by UMI.) ^

Subject Area

Education, Administration|Education, Elementary|Education, Educational Psychology

Recommended Citation

Beverley Ann Jones, "Attitudes of teachers toward inclusion in regular elementary classrooms in the Davidson County, Tennessee, McGavock Cluster" (1998). ETD Collection for Tennessee State University. Paper AAI9907849.
http://digitalscholarship.tnstate.edu/dissertations/AAI9907849

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