Attitudes and Perceived Needs of Northeast Tennessee Educators Toward Effecting the Practice of Inclusion
EdD (Doctor of Education)
Date of Award
This study examines the attitudes and perceived needs of Northeast Tennessee educators toward effecting the practice of inclusion in the public schools. The purpose of this study is to determine from the perspective of principals, regular education teachers, and special education teachers their current perceptions of inclusion, and what preparations or changes are needed to help educators succeed in inclusionary practices. The approach of this study is descriptive and utilizes data that was generated by the means of a survey instrument that was developed for use in this study. Areas of data presentation include: examination of demographic information; analysis of responses relevant to attitudinal, curriculum/instructional, and administrative aspects of inclusion; and analysis of responses in regard to inclusion as an effective practice and educators' willingness to include students with disabilities. Findings of this study emphasize the perceived need for additional in-service opportunities for educators and for alternative instructional methods, materials, and strategies. This study found that educators who had more experience working with students who have disabilities are more supportive of inclusionary practices. Educators who have more years of experience were found to be less willing to include students with disabilities into regular classrooms.
Dissertation - unrestricted
Cox, David A., "Attitudes and Perceived Needs of Northeast Tennessee Educators Toward Effecting the Practice of Inclusion" (1994). Electronic Theses and Dissertations. Paper 2663. https://dc.etsu.edu/etd/2663
Educational Administration and Supervision Commons, Special Education and Teaching Commons