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Dissertations / Theses on the topic 'Teachers Teachers Inclusive education'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

Greene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.

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Abstract Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Teachers' Attitudes toward Inclusive Classrooms survey instrument and a demographic survey, which were analyzed through a MANOVA and MANCOVA. The results indicated that teachers had positive attitudes toward inclusionary teaching practices; however, the teachers also conveyed negative attitudes toward the philosophical aspects of inclusionary teaching practices, and these attitudes differed significantly per level of education and teacher training. The results of this study were used to develop a teacher training curriculum to improve co-teaching strategies, classroom management tips, emergency procedures, and information about learning disabilities. This study will contribute toward positive social change as these attitudes impact the teaching practices and student learning.
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Ibrahim, Haniz bin. "Inclusive education in Malaysia : teachers attitudes to change." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245948.

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3

Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.

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Magister Educationis - MEd
Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
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Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.

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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.
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Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.

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6

Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.

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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion. Reflections on theoretical perspectives on special educational needs and inclusion consider concepts of equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist study, data collected from five schools in contrasting socio-economic environments are presented under the thematic headings of: inclusion, teaching strategies and the curriculum, school ethos and collaboration, and leadership, training and resources. Participants were general and special needs education supervisors and teachers, headteachers, parents of children with and without SEN and children. Data was collected through interviews, observations and exercises with children. The use of observations recognized that expressed attitudes do not necessarily translate into manifest actions and that barriers to inclusion may lie in practicalities as well as attitudes. The findings show that understandings and implementation of inclusion in Saudi Arabia are informed mainly by Islamic precepts, especially those concerning equity and difference, but that cultural traditions also play a role. Attitudes towards inclusion were generally positive, although less so regarding children with cognitive impairment. However, further progress in implementing inclusion requires certain key issues to be addressed, in particular how inclusion is understood and collaboration, between general and special needs teachers, school and home and schools and the Ministry of Education. The thesis concludes by proposing that the implementation of inclusion would be enhanced by the adoption of a capability approach.
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Sesay, Christian. "Teachers' Perceptions and Attitudes Towards Inclusive Education in Sierra Leone." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5524.

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The Salamanca Accord advocating the implementation of inclusive education for learners with special needs was signed in 1994, as well as the Convention of the Right of Person's with Disabilities in 2006. Yet, Sierra Leone faces challenges to implement fully inclusive education in schools. The purpose of this mixed-method study was to examine teachers' attitudes towards inclusion in mainstream classrooms. The conceptual framework for this study was premised on Azden's theory of planned-behavior, which maintains that attitude and behaviors are products of experiences acquired. Using a Spearman rho correlations and descriptive statistics to analyze the data, gender, age, educational background, and teaching experience were examined to determine if they had any significant relationship with attitudes of teachers towards inclusion in Sierra Leone. In this mixed-method study, 100 primary and secondary teachers in Sierra Leone completed the Attitudes toward Inclusion in Africa Scale, and 10 teachers took part in a one-on-one interview. The results showed no significant relationship between the independent variables (gender, age, educational background, and teaching experience) and the dependent variables (attitudes towards inclusion). Despite the absence of a statistically significant relationship, the participants' interview data analyzed using Nvivo revealed an in-depth understanding of the negative attitude of teachers toward inclusive education in Sierra Leone. Findings may encourage positive social change by providing information that may be used by the Ministry of Education to develop a comprehensive inclusion model with the help of teachers. This study could be used to help create a platform for teachers' training that will ensure a positive attitude towards inclusive education in the country.
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Ellis, Laurel Taylor. "Elementary Teachers' Perceived Professional Learning Needs for the Inclusive Classroom." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6754.

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As a result of U.S. federal policy directives mandating inclusion, general education teachers in a rural elementary school in southern Maine were expected to be effective in working in inclusive classrooms with learners with diverse needs; however, teachers were meeting the mandates for inclusion but their students were not meeting the state's annual progress targets. The purpose of this project study was to explore teachers' perceptions of their readiness and needs for professional learning to work with diverse learners in the inclusive classroom. The research questions centered on teachers' beliefs, specific to their preparation and their needs and preferred mode for professional learning. The theoretical framework for this project research consisted of sociocultural and transformative learning theories. A qualitative case study approach was used in which teachers at the school completed online surveys and follow-up e-mail interviews. Twenty-seven of the school's 44 teachers participated in the study. Survey and interview responses were reviewed on a continuous basis during data collection and coded for emergent themes; open-ended data were analyzed using qualitative data analysis software. The key findings were that none of the participants believed they were unprepared for teaching in the inclusive classroom; however, the teachers provided key insights for professional learning related to the challenge of teaching diverse learners. The results of the study might offer guidance to school and district administrators on how to build the capacity of teachers to create classrooms where all learners can succeed and to reduce reliance on separate special instruction. Doing so could help promote social change in the culture of the school by encouraging respect and empathy among students to work together and celebrate their collective successes.
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Robinson, Jill M. "Special education teachers' perceptions of parent participation at the IEP conference within inclusive education." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40209.

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10

Carroll, Elizabeth A. "Inclusion : a view from students and teachers /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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11

Choi, Chi-Hung. "Teachers' attitudes inclusive education in secondary schools in Hong Kong." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683466.

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Inclusive education has become an international education issue emerging in many developing countries over the last decade. As a developed city, Hong Kong has its own inclusive policies and first implemented inclusive education more than 15 years ago. Although a large amount of funding is injected into this area in Hong Kong each year, many researchers still comment that the inclusion in Hong Kong is far from satisfactory. As teachers are the frontline service providers and commonly recognized as key agents that lead to successful inclusion, their attitudes towards inclusive education are important and should be examined. The present study focused on Hong Kong secondary school teachers' attitudes towards inclusion as well as factors affecting their attitudes in order to draw a clearer picture of the current situation of inclusive education in Hong Kong. Furthermore, this study aims to explore teachers' difficulties in teaching students with special educational needs (SEN) as well as levels of support from the government in the implementation of inclusive education in Hong Kong. In order to investigate this topic, mixed-method research was carried out in this study, applying a quantitative approach by using questionnaires and a qualitative approach through interviews. One hundred and fifty Hong Kong secondary school teachers I responded to a survey in the questionnaire-filling phase while 12 teachers participated in the interview sessions, during which two group interviews and four individual interviews were held. It was interesting to discover that on one hand, the teachers acknowledged the right of students with SEN to be included in regular classes, but on the other, they considered that inclusive education presented many challenges. The study concluded that most of the participants had relatively slightly unfavourable attitudes towards both the general concept of inclusive education and its implementation in Hong Kong. Five factors were identified that affected these attitudes: (1) SEN knowledge and training; (2) availability of personnel and material support; (3) type of disability; (4) severity of disability and (5) inclusive experience. The difficulties of teaching inclusive classes in Hong Kong secondary schools were also revealed in this study. They were: heavy workload; large class size; insufficient support; insufficient training; disciplinary problems and stress from the examination culture. Besides, the participants' concerns about the government's inclusive policies and planning were also mentioned. The teachers also revealed that there were instances of the inappropriate use of inclusive education funding in their schools. In addition, two special phenomena regarding inclusive education in Hong Kong were discovered and they were named 'Killing school effect' and 'Tricky inclusion'. Recommendations are outlined for various stakeholders including education officials, school leaders, special need educators, and teacher training institutions; recommendations are also made for future research in Hong Kong in the field of inclusive education.
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Taiwo, Mary Moyosore. "Teachers' negotiations of inclusive practice in Nigerian classrooms." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21055.

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This research investigates the practices of teachers in Nigerian classrooms where children with disabilities are being educated alongside their peers. The research objective was to develop an understanding of how teachers in Nigerian classrooms are developing their practice. Since the commitment the Nigerian government to the provision of universal basic and inclusive education for all children, research and reports on what the implementation of inclusive practice entails have been carried out. These have been largely quantitative, focusing on the percentage of children with disabilities who now have access to basic education and the percentage of these children in regular schools or classrooms. The research in Nigeria has used surveys to determine the attitudes and readiness of teachers and school administrators to implement inclusive practice. The problems of implementing inclusive practice have also received attention. It is against this background that this qualitative inquiry seeks to understand what is happening in classrooms with regard to the teaching and learning of all children. To address the main research question, how are teachers with experience of inclusive education developing practice in Nigerian classrooms? qualitative data was generated over eight weeks through the use of semi-structured (non-participant) classroom observations, which were followed-up by semi-structured interviews with 12 teachers from three different schools. To further enhance the understanding of the teachers’ developing practices, the schools’ administrators (either the principal or vice principal) and the resource persons were also interviewed. The overall design of the study was an instrumental-collective case study in which teachers were purposively sampled on the basis of their experience of inclusive education. This design was based on the understanding that inclusive practice is developed through an interaction of what teachers do, what they believe and what they know. Thus, a single factor of readiness and a positive attitude does not fully account for the development of practice (Rouse, 2008). The framework for participation, developed by Black-Hawkins (2010; 2014), guided the process of data generation and the analysis. This research is based on an understanding of inclusive practice as a process of addressing and responding to diverse learning needs that emphasizes how this response is provided. This understanding provided the premise within which the data was deductively (i.e. theoretically driven) analysed. An inductive approach to the analysis was also added to the deductive process of analysing the data generated in order to develop an understanding of the case teachers’ classroom practices. Three main findings emerged from this study. Firstly, teachers’ actions are influenced by their understanding of what teaching and learning are, as well as their knowledge and beliefs about the process through which children with disabilities are expected to learn. Case teachers’ knowledge was found to have significantly influenced their practices. Secondly, there was an absence of collaborative efforts between teachers and/or between teachers and resource persons available within the school context. This absence of collaboration is often associated with a lack of understanding or clarity with regard to the role of resource persons. Thirdly, this study identified barriers and opportunities that were embedded in teachers’ developing practice. The barriers include an absence of a sense of shared values in the classroom between all members of the classroom community, while the opportunities include the use of information from students with disabilities as a source of support to enhance classroom practice. This research contributes to the literature on inclusive classroom practice, especially the strand of literature that in recent years has called for investigations into what inclusive classroom practice comprises and when such practice can be identified on the basis of clearly stated underpinning principles (Florian, 2014b). In using clearly identified principles, it was possible to identify that both inclusive and exclusive practices can be present in the same classroom context and why this is so. Through the use of the framework for participation and theoretical ideas developed and used in researching inclusive education in a different context, this thesis has demonstrated the extent to which these ideas can be applicable in other contexts. In so doing some findings have been reasserted and new insight situated in a particular context has been developed. It is therefore argued that understanding the processes of developing inclusive practice requires a need to situate practice in the broader cultural assumptions, expectations and values of teaching and learning. The findings are discussed and recommendations such as the need for a more deliberate and collaborative efforts in working with resource persons to enhance classroom teachers’ ability to address learning difficulties while developing their inclusive classroom practice are made. The conclusion drawn is that teachers with experience of inclusive education in Nigeria are developing practice that meets some of the theoretical standards of inclusive classroom practice. Regardless of this, there are certain cultural assumptions, understandings and ideas that need to be reflected on and reviewed in order for practice to be further developed and improved upon in Nigeria.
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Barnes, Bronwyn. "Teachers’ perceptions and understanding of diversity and inclusive education : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6482.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: The aim of this study was to investigate the perceptions and understandings of diversity and inclusive education held by teachers at one South African school. Since 1994, the South African education system has undergone many policy changes. An inclusive education system is consistent with the principles underlying the current democratic dispensation in South Africa. In this research, the researcher aimed to identify and describe the perceptions and understandings of the teachers at the school hold regarding diversity and inclusive education. Elements of school culture, such as values, practices and procedures were looked at in detail. The paradigm worked from in this research is the interpretive constructivist paradigm. The strategy was inductive, the outcomes descriptive and the meaning mediated through the researcher as instrument. This paradigm accounts for multiple realities and highlights the importance of context. A qualitative descriptive case study was done with the aim to describe the phenomena accurately. Bronfenbrenner‟s bioecological model provided a theoretical framework for this study. This theoretical standpoint has great relevance for emphasising the interaction between the development of an individual and the systems within an individual's social context. A purposive sampling strategy was adopted and individual, semi-structured interviews were conducted with teachers who participated in the study. Interpretive analysis was done on the transcriptions of the interviews by making use of the constant comparative method of analysis. Coding and inducing of categories and themes helped the researcher engage with and make sense of the data that was generated. The key findings of this study showed that the teachers working at School A have a good understanding and sense of what diversity and inclusive education entails. Their attitudes are generally positive and they embrace diversity and see inclusive education as having many advantages. The teachers feel well-supported in their school environment and display a sense of belonging among the staff. The shared value system of the school is one of acceptance, respect and embracing difference and diversity. There is a culture in the school that encourages the uniqueness of each learner and each child is seen as having potential and subsequently supported in their quest to reach their own unique potential. There are also elements within the school's functioning that require attention, for example, there are two classes of „special education‟ learners that are not entirely included in the regular classes. But, even though there are still elements that need to be addressed and refined within School A – this school is working hard to approach diversity in such a way that creates an environment in which inclusive ideals and practices can continue to grow and develop.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ondersoek in te stel na die wyses waarop onderwysers by een bepaalde Suid-Afrikaanse skool diversiteit benader en dit hanteer. Sedert 1994 het die Suid-Afrikaanse onderwysstelsel etlike beleidsveranderinge ondergaan. 'n Inklusiewe onderwysstelsel is in pas met die onderliggende beginsels van die huidige demokratiese bedeling in Suid- Afrika. In hierdie ondersoek het die navorser daarna gestreef om vas te stel watter persepsies en begrip van diversiteit en inklusiewe onderwys by die onderwysers van 'n betrokke skool bestaan. Elemente van die skoolkultuur, soos waardes, praktyke en prosedures, is in besonderhede bestudeer. Daar is met hierdie navorsing vanuit 'n interpretatiewe paradigma vertrek. Die strategie was induktief, die uitkomste deskriptief, en betekenis is gemedieer deur die navorser as instrument. Hierdie paradigma erken meervoudige werklikhede en belig die belangrikheid van die konteks. 'n Kwalitatiewe beskrywende gevallestudie is onderneem, met die doel om die verskynsels akkuraat te beskryf. Bronfenbrenner se bio-ekologiese model het 'n teoretiese raamwerk vir hierdie studie verskaf. Hierdie teoretiese standpunt is besonder relevant vir die beklemtoning van interaksie tussen die individu se ontwikkeling en die stelsels binne 'n individu se sosiale konteks. Die deelnemers is doelbewus gekies en individuele, semigestruktureerde onderhoude is gevoer met onderwysers wat aan die studie deelgeneem het. Die konstante vergelykende metode van analisie is gebruik on die data te analiseer. Die kodering en indusering van kategorieë en temas het die navorser gehelp om die data wat gegenereer is, te hanteer en sinvol te interpreteer. Die sleutelbevindinge van hierdie studie het getoon dat die onderwysers wat aan Skool A verbonde is 'n goeie begrip en aanvoeling het vir wat diversiteit en inklusiewe onderrig behels. Hulle instelling is oor die algemeen positief; hulle verwelkom diversiteit en beskou inklusiewe onderrig as 'n stelsel wat vele voordele bied. Die onderwysers voel dat hul skoolomgewing hulle goed ondersteun en dit blyk dat die personeel 'n onderlinge samehorigheid ervaar. Die gemeenskaplike waardestelsel van die skool is dié van aanvaarding, respek en die viering van verskille en diversiteit. Daar heers 'n skoolkultuur wat die uniekheid van elke leerder aanmoedig; elke kind word gesien as iemand met potensiaal en elkeen word gevolglik ondersteun in 'n poging om hul eie, unieke potensiaal te verwesenlik. Daar is egter ook elemente binne die skool se funksionering wat aandag verg, byvoorbeeld die twee klasse vir „spesiale-onderrig‟-leerders wat nie ten volle in die gewone klasse opgeneem word nie. Maar, hoewel daar in Skool A steeds aspekte is wat aangespreek en verfyn moet word, werk hierdie skool hard om diversiteit op so 'n wyse te benader dat dit 'n omgewing skep waarin inklusiewe ideale en praktyke voortaan kan groei en ontwikkel.
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Ametepee, Lawrence Kofi. "A CASE STUDY: EXPLORING THE INCLUSIVE EDUCATION DECISIONS TEACHER EDUCATORS MAKE AND EXAMINING HOW PREPARED PRESERVICE TEACHERS FEEL TO TEACH DIVERSE STUDENTS." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1172.

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AN ABSTRACT OF THE DISSERTATION OF LAWRENCE KOFI AMETEPEE, for the Doctor of Philosophy degree in CURRICULUM AND INSTRUCTION, presented on OCTOBER 19, 2015, at Southern Illinois University Carbondale TITLE: A CASE STUDY: EXPLORING THE INCLUSIVE EDUCATION DECISIONS TEACHER EDUCATORS MAKE AND EXAMINING HOW PREPARED PRESERVICE TEACHERS FEEL TO TEACH DIVERSE STUDENTS MAJOR PROFESSOR: Dr. D. John McIntyre The purpose of this study was threefold: (a) to explore the decisions teacher educators make while training preservice general education teachers for inclusive classrooms; (b) to examine the preparedness of the preservice general education teachers to teach all students, including students with disabilities in general education settings; (c) and to find out how the decisions teacher educators make may influence the preparedness of the preservice general education teachers to teach all students, including students with disabilities in general education settings. In this concurrent mixed methods study, 14 faculty members completed interview protocol, and 62 preservice general education teachers provided background information and completed Likert scale questionnaire. I also gathered data from teacher education program (TEP) documents. I used content analysis approach to analyze qualitative data and I analyzed quantitative data as Likert scale data. Results show that whereas the TEP offers a significant percentage of content knowledge courses more than methods and inclusive education courses, only three out of the 14 faculty members indicated specifically that content knowledge was more important than the other components of inclusive education. Results further show that 11 (78.57%) of the seniors who completed student teaching stated they felt confident, 18 (54.55%) of seniors who were on campus indicated they felt somewhat confident, and 11 (73.33%) of the juniors stated they felt somewhat confident teaching diverse students in general education classrooms. Furthermore, all the seniors who completed student teaching (14, 100%), twenty-seven out of the 33 (81.82%) of the seniors who were on campus, and eight (53.33%) of the juniors stated they thought they would be fully prepared to teach diverse students in their classrooms at the end of their programs. The results have implications for teacher education programs in regard to the competencies teacher education programs should emphasize and the professional development to faculty members. I also discussed recommendations that could place teacher education programs in a better position to effectively prepare preservice general education teachers.
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Moore-McKinley, Pamela. "Attitudes and Effectiveness of Teachers in Diverse Inclusive Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4805.

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Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical framework to present information about multiple intelligences and differentiated strategies that assisted in the implementation of inclusive services. The sample included 40 teachers who were working in inclusive settings. Teacher Attitudes Toward Inclusion Scale, 1-on-1 interviews, and end-of course scores were used in this sequential explanatory mixed methods study. The quantitative data were analyzed with t tests and ANOVAs, and the qualitative data were analyzed through hand transcription and locating emerging themes. Data showed that teachers had a slightly negative attitude toward inclusion, and student test scores were affected as a result. There were 2 statistically significant differences in attitudes of special education compared to regular education teachers and an average level of knowledge compared to those having very good knowledge of special education laws. The project created based on these results was a series of workshops for school staff. These workshops on inclusive practices could close the achievement gap for this student population and increase teacher effectiveness.
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Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.

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Kaisler, Rebecca J. "Teachers' attitudes toward inclusion in the regular classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/RKaisler2006.pdf.

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Kelly, Heather. "Teacher preparation to support an inclusive environment an elementary teacher inservice /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/HKelly2008.pdf.

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Binmahfooz, Sarah. "Saudi Special Education Preservice Teachers’ Perspective towards Inclusion." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7746.

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In Saudi Arabia, students with disabilities have historically received education in special and segregated schools. As times progressed, regulations and laws changed the manner in which students with disabilities were served. Regulations order that students with disabilities be educated in the least restrictive environment; however, preservice teachers’ perspectives continue to differ in regard to working with students with disabilities in a general education setting. Research has shown that teachers who portray positive attitudes towards inclusion are more likely to work with students with disabilities in an inclusive classroom (Dev & Hayes, 2015). Today, inclusion has occurred in schools around the country; it is the educator’s responsibility to modify instruction in order to teach all students in the inclusive classroom. In order to investigate preservice teachers’ perspective toward inclusion in Saudi Arabia, this study used interviews with seven preservice teachers from the University of Umm Al-Qura. Six major themes emerged from the interview data, which represent Saudi special education preservice teachers’ perspectives toward inclusion, reasons for their perspective and recommendations including (1) negative perspective toward inclusion, (2) reasons related to students with disabilities’ condition and personality, (3) reasons related to the university, (4) reasons related to schools, (5) demand for more hands-on experience, (6) need to spread awareness among in-service teachers, principal, staff and community. Findings of the study and aspects related to the preservice teachers’ perspectives are discussed in detail, as well as implications of the findings and recommendations for future research.
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Clasberry, Genevra A. Lian Ming-Gon John. "Perceptions of inclusive education held by general education teachers at different grade levels." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986726.

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Thesis (Ed. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Barbara Fulk, Lanny Morreau, Margaret Shaw-Baker. Includes bibliographical references (leaves 86-94) and abstract. Also available in print.
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Chatman, Patricia Chatman. "Relationship between Teachers' Attitudes Toward Inclusion and Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3390.

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Integration of general and special education students in the classroom has become common in many educational systems. Researchers have found that some general education teachers may have negative attitudes of inclusion when they are inadequately prepared to instruct in an inclusion setting. The purpose of this causal-comparative study was to investigate the relationship of teachers' professional development (PD) on their attitudes about teaching in an inclusive classroom at a northeast Georgia middle school. Using Vygotsky's sociocultural developmental theory, the research question examined the difference in teachers' attitudes toward inclusion as measured by the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) based on the number of PD workshops taken. All 150 general and special education teachers at the study site were invited to participate and the sample included 74 teachers who completed the STATIC. Analysis of variance results indicated that teachers who completed 3 or more PD courses had significantly more positive attitudes toward teaching in inclusive classrooms than teachers who took fewer than 3 courses. As an outcome of the study, a PD workshop was created that provided teachers with strategies to operate within an inclusive classroom. Informing administrators about the necessity to expose teachers to PD if they teach inclusion classes is essential to improving teacher attitudes, which creates an environment that promotes student success.
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Kortman, Wendy. "Teachers as policy actors an exploration of teacher actions to negotiate the policy demands of inclusive education /." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/37127.

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Thesis (Ph.D.)--University of Western Sydney, 2008.
A thesis presented to the University of Western Sydney, College of Arts, Education and Social Sciences, School of Education and Early Childhood Studies, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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Garrett, Francene Ramon. "Teachers' Perceptions of Professional Development Benefits for Teaching in Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3298.

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There is a correlation between the professional development that teachers receive and student academic success. It has been shown that knowledgeable teachers have a profound impact on student achievement. Many general and special educators enter the field of education and are placed to teach in inclusive environments with little to no professional development related to inclusion. This placement often adversely impacts the success of students with disabilities on state tests. However, there is limited information on the types of professional development necessary for teaching in inclusion. Guided by Bandura's social cognitive theory, this study explored teachers' perceptions of the types of professional development beneficial for teaching in inclusion. The research questions examined participants' attitudes and perceptions toward professional development needs, professional development experiences, and instructional activities used in inclusion. A qualitative case study approach was used to purposefully select 5 general and 5 special education teachers who taught in inclusion classrooms. Data for the study were collected through individual interviews, which were recorded and transcribed, then analyzed and coded for themes. Teachers' perceptions showed there was insufficient training for new teachers, a need for ample planning time in their professional development routine, and a need to implement models of coteaching as described by Friend (2009). The potential for positive social change includes improved inclusion-based professional development for all teachers, which may increase the likelihood of student academic success.
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Phillips, Lee E. "Pre-service teachers' attitudes toward the use of inclusive classrooms /." Full text available online, 2009. http://www.lib.rowan.edu/find/theses.

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Poon, Tsz-ying, and 潘芷盈. "Hong Kong kindergarten teachers' beliefs and practices regarding earlychildhood inclusive education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B5055900X.

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Early childhood inclusive education (ECIE) has been advocated in Hong Kong and other societies for decades. Anecdotal evidence, however, suggests that there might be some gaps between teachers’ beliefs and their practices regarding ECIE in Hong Kong. Although a large number of studies on the implementation of ECIE have been conducted in western countries, there are very few in a Hong Kong context. Therefore, this thesis is dedicated to the investigation of Hong Kong kindergarten teachers’ beliefs and practices regarding ECIE with two studies. Study One was designed to be quantitative in nature, examining Hong Kong kindergarten teachers’ beliefs and practices of ECIE by surveying 184 practitioners. Responses revealed that Hong Kong teachers: (1) shared mixed beliefs in both inclusive education and special education; (2) had positive attitudes toward children with special education needs; and also (3) had positive attitudes toward inclusive practices. However, most of them reported that they had failed to put ECIE into practice. Further analyses found a significant school type effect: the teachers in special child care centers (SCCC) and kindergartens with integrated programs (IP) had more positive attitudes toward ECIE and tended to use more individualized practices than those working in kindergartens without IP. In addition, the special education teachers were found to hold the most coherent beliefs and practices of ECIE among all the samples. Study Two was a multiple case study of five early childhood settings, with a focus on the gaps between teachers’ beliefs and practices of ECIE. The validity was established by triangulating the data sources (principal, general teachers, and IP teachers) and methods (classroom observation, interviews, and document analysis). The results indicated that: (1) there was no consistent pattern in teaching schedules, settings, curricula in the five cases; (2) the principals and teachers had mixed beliefs in ECIE and special education; (3) there was a remarkable belief-practice gap in ECIE; and (4) and the teachers from SCCC, kindergartens with IP, and those without IP had different attitudes about communication with parents, perceived behavioral control and intention, and the practical difficulties in ECIE implementation. These qualitative findings were consistent with those found in Study One. The thesis is believed to offer a contribution to the theoretical and practical development of ECIE. This study provides empirical evidence to the early childhood policymaking. The findings imply that the educational authorities need to provide more resources, teacher training, and support to facilitate the implementation of ECIE in Hong Kong. The limitations of this research and future directions are discussed, and some suggestions about how to bridge teachers’ beliefs and practice gaps are also made.
published_or_final_version
Education
Doctoral
Doctor of Education
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26

Raynham, Catherine Louise. "School Management Teams' motivation of teachers in inclusive classrooms." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60975.

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Despite numerous studies into inclusive education in schools, little is known about how school management teams motivate and support teachers who teach in inclusive private schools in Johannesburg, South African. How the School Management Teams motivate teachers who teach learners whose behaviour and or educational needs differ from the norm, is explored in this case study. Two private primary schools were involved in the research. The two schools consist of learners from; diverse family, cultural, racial and religious backgrounds, varied socio-economic backgrounds with different academic abilities and needs. The case study generated data through semi-structured interviews with 10 participants which consisted of both School Management Teams and teachers. The main research question focuses on what is being done to support and motivate teachers who work with children who have varying and at times challenging needs in one classroom. This is further explored through research into what intervention strategies are being used at the case study sites. The data generated links to motivational strategies and is discussed in relation to two specific avenues of motivation based on Herzberg's Motivation theory. The factors explored are those that influence teacher motivation and those that are necessary for job satisfaction. The study discusses possibilities for further research with practical recommendations that may be implemented at other schools to help the teachers and effectively promote teacher motivation and efficiency.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Baker, Eileen M. "Including teachers in inclusion the forgotten component /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file Mb., 166 p, 2006. http://proquest.umi.com/pqdlink?did=1251863671&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Simi, Janine. "Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands." The University of Waikato, 2008. http://hdl.handle.net/10289/2451.

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Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another. While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands. It has been suggested that the success of inclusive education depends very much on teachers and their attitudes. Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands. This study was based on an interpretive research paradigm. A qualitative research approach methodology was used. Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study. It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur. The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview. Interview questions were developed for both teacher educators and pre-service teachers. The focus group interview involved all participants. According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education. The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices. There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands. This situation had created a gap between inclusive education policy and practices in the country. Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education. This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE). That was the hallmark of this study. This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.
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Pick-Bowes, Bethenie A. "Regular education teachers' concerns regarding students with disabilities in the regular education classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pickbowesb.pdf.

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Angstadt, Susan L. "Attitudes of elementary teachers toward the inclusion of students with disabilities in the regular classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.
Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).
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Justice, Susan M. "Special education awareness of UW-Stout student teachers." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006justices.pdf.

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32

Phelan, Michelle P. "General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.

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While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers’ experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the workforce in science-related careers (Brusca-Vega, Alexander, & Kamin, 2014). Therefore, the content area of science was targeted for the purposes of this study. Five similar school districts in southwest Missouri were selected for this study. Middle school science and special education teachers were interviewed to obtain perceptions concerning inclusion of students with disabilities in general education science classrooms. Information gathered was compared with the literature reviewed to identify themes, ensure validity, and ascertain conclusions. After analyzing the data, it was revealed all students benefit both academically and socially when effective inclusive practices are incorporated in general education science classrooms. These benefits are dependent upon teachers’ self-efficacy and attitudes and collaboration between and among special education and general education teachers. Paraprofessional support for students with disabilities can contribute to successful inclusion in general education science classrooms.

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Williams, Regina N. "Inclusive Classrooms| A Basic Qualitative Study of K-8 Urban Charter School Teachers." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622308.

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The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended by their principal as being skillful at improving engagement and learning for students with disabilities. Interviews and observations were used to gain insight on the specific techniques, strategies, and processes being utilized by charter school teachers. During interviews, teachers communicated a variety of ways in which achievement and engagement are promoted in their inclusive classrooms. Differentiation, collaboration, flexibility, offering choices, and group work were common themes communicated by teachers in regards to the practices and procedures that proved most beneficial in promoting achievement and engagement for students with disabilities.

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Marquardt, Jennifer. "Special education educator's attitudes toward inclusion and its effects on collaboration /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009marquardtj.pdf.

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Makhavhu, Thanyani Selinah. "The implimantation [i.e. Implementation] of inclusive education : a support program for teachers." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50161.

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Thesis (MEd)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum like Curriculum 2005 or Outcomes Based Education (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question about what the needs of teachers are towards support to facilitate the implementation of inclusive education in the Limpopo Province of South Africa. A case study was conducted, the purpose being to inform support programmes for teachers. The target population included a selected primary school, the Mutondo Primary School in the Vuwani Area of the Limpopo Province. Participants included 20 voluntary teachers. A literature review was undertaken on the implementation of inclusive education in South Africa. It indicated that teachers showed negative and positive attitudes towards inclusive education in schools. It also showed that that teachers needed support to facilitate positive change in their attitudes toward inclusion in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also emphasised that support was crucial for teachers as they felt that they did not have enough training in order to meet many challenges they come across. The aims of the study was to identify the need for a support programme towards inclusive education for teachers in the Vuwani Area of the Limpopo Province, to provide information to teachers on the implementation of inclusive education and to evaluate the needs for a support programme on the implementation of inclusive education in this area. Information was gathered at the hand of workshops with focus group interviews. The main themes that emerged from the data was the number of learners in a class, resources, the need for in-service training, a culture of respect and acceptance and a flexible curriculum. Findings suggested that a support programme could implement the policy of inclusive education more effectively when teachers' needs for training and support were being met.
AFRIKAANSE OPSOMMING: In Suid-Afrika word dit tans van onderwysers verwag om groot veranderinge aan te bring in die wyse waarop hulle onderrig en leer om sodoende te kan aanpas by 'n nuwe kurrikulum soos Kurrikulum 2005 of Uitkomsgebasseerde Onderwys (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Hierdie stuk navorsing vra die vraag oor die behoeftes van onderwysers ten opsigte ondersteuning om die implimentering van inklusiewe onderwys binne die Limpopo Provinsie van Suid-Afrika te fasiliteer. 'n Gevallestudie is onderneem met as doelom inligting te verskaf ten opsigte van 'n ondersteuningsprogram vir onderwysers. Die teikenbevolking het ingesluit 'n geselekteerde primêre skool in die Vuwani gebied van die Limpopo Provinsie, naamlik die Mutondo Primêre Skool. Deelnemers het 20 vrywillige onderwysers ingesluit. 'n Literatuurstudie is onderneem oor die implimentering van inklusiewe onderwys binne Suid-Afrika. Dit het getoon dat onderwysers beide positiewe en negatiewe houdings openbaar teenoor inklusiewe onderwys binne skole. Dit het verder aangetoon dat onderwysers ondersteuning benodig ten opsigte van die fasilitering van positiewe veranderings in hul houdings jeens inklusiewe onderwys in Suid-Afrika. Engelbrecht, Green, Naicker en Engelbrecht (1999: 157) beklemtoon dat ondersteuning uiters belangrik is vir onderwysers aangesien hulle voel dat hulle nie genoegsame opleiding het om nuwe uitdagings aan te spreek nie. Doelwitte binne hierdie studie het ingesluit die identifisering van die behoefte aan 'n ondersteuningsprogram vir onderwysers binne die Vuwani area van die Limpopo Provinsie, die deurgee van inligting aan onderwysers rakende inklusiewe onderwys en die evaluering van behoeftes vir 'n ondersteuningsprogram rakende die implimentering van inklusiewe onderwys in hierdie gebied. Data is ingesamel aan die hand van werkswinkels met fokusgroeponderhoude. Die hooftemas wat uit die navorsing na vore getree het, was die aantalleerders binne klasse, hulpmiddele, die behoefte van indiensopleiding, 'n kultuur van respek en aanvaarding en laastens 'n buigsame kurrikulum. In kort is bevind dat 'n ondersteuningsprogram die implimentering van inklusiewe onderwys kan vergemaklik.
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Modisi, Refilwe. "The implementation of inclusive education by teachers of learners with visual impairment." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76723.

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The purpose of my study was to explore the different ways in which teachers in full-service and special needs schools implement inclusive education policy with learners who are visually impaired. My study was focused on 4 schools in the Gauteng province consisting of 2 full-service schools and 2 special needs schools. The study specifically focused on the teaching strategies which teachers used with learners who are visually impaired. I relied on an interpretivist meta-theory and employed a qualitative research approach to my study. I utilised a multiple case study design and relied on multiple sources of data collection which included participatory action research (PAR) based workshops, observations, field notes, audio-visual data and a research diary to document the research process. I conducted an inductive thematic analysis on the data that was collected. The findings of the study indicated that teachers in full-service schools and special schools both adopted similar implementation strategies such as having making various adaptations to the learning materials and the actions of the teacher in being an implementer. Some of the differences were also made mention of between the full-service and special schools. Teachers did also note some of their needs and challenges in relation to resources needed such as braille machines, embossing machines and various assistive devices.
Dissertation (MEd)--University of Pretoria, 2019.
Educational Psychology
MEd
Unrestricted
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Paulse, Janine. "Sources of occupational stress for teachers, with specific reference to the inclusive education module in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_1706_1180439834.

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The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.

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Benton-Borghi, Beatrice Hope. "Teaching every student in the 21st century teacher efficacy and technology /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155246234.

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MacCarthy, Nicole P. "Attitudes towards inclusion of general education teachers who have and have not taught in an inclusive classroom." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/803.

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Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teaching experience was with solely general education students but who now teach in an inclusive classroom, and those whose only teaching experience has been in the inclusive classroom. Eighty one general education teachers from public elementary schools in a suburban school district completed the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC). Results from independent-samples t-tests and Mann-Whitney difference tests showed no significant statistical difference between mean STATIC scores and indicated the attitudes of both groups were positive towards inclusion. The acknowledgement of current teacher attitudes towards inclusion promotes positive social change by serving as a rationale for other school districts to create professional development opportunities. These opportunities will allow general education teachers to become better prepared in supporting and educating special needs students in their classrooms.
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Absher, Grace Selarde. "Circumstances and Experiences of Regular and Special Education Teachers in Inclusion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7452.

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Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education teachers (RETs) and 5 special education teachers (SETs) from 3 public school districts in a south-central U.S. state. Data were analyzed using open coding to identify themes and patterns. Results indicated that SETs served SWDs from multiple classes and sometimes from multiple grades rather than following 1 student throughout the day. Further, RETs had students with and without disabilities from up to 7 different grade levels in their inclusion classrooms. Findings also revealed that none of the participants engaged in collaborative content planning. Almost all participants expressed the need for additional teachers to reduce the teacher-to-student ratio and for more training for RETs to support inclusion of SWDs in their classes. Findings may provide information to leaders at the building, district, regional, state, and legislative levels regarding how inclusion can be improved in classrooms, including how systemic change in public school systems may be implemented.
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Pottas, Lidia. "Inclusive education in South Africa the challenges posed to the teacher of the child with a hearing loss /." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09072005-105219.

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Naong, M. N., and C. M. Mateusi. "Overcoming inclusive classroom challenges for teachers : a Lesotho case-study." Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/661.

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Published Article
Teachers in Lesotho are confronted by a myriad of challenges, such as ensuring the meaningful inclusion of learners with impairments as well as adequately meeting their educational needs. This paper therefore, explores this challenge and how it impacts on teachers' abilities to deal it, and further recommend some teaching strategies to overcome it. An Attitudes Toward Inclusive Educational Scale (ATIES) questionnaire was adapted in this paper for the collection of data from 211 randomly-selected teachers from the Maseru and Berea districts of Lesotho. Findings as reported by teachers indicate, amongst many factors contributing to the challenges brought about by inclusive education, inadequate teacher training, inadequate resources, and a lack of support from authorities and parents. The revamp of classroom infrastructure and the review of teacher training approaches in Lesotho are vital policy imperatives to eradicate these educational challenges.
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Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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Kellyman, Carol N. "Perceptions of collaboration among high school general education and special education teachers in inclusive classrooms." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613530.

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The problem that this correlational quantitative survey research study sought to examine was whether perceived secondary school teacher self-efficacy, in terms of collaboration, was related to the level of implementation of inclusion practices within special education classrooms. The purpose of this study was to contribute to researchers' understanding of how collaboration takes place and whether shared leadership theory, as a means of measuring the amount of collaboration that takes place in an organizational environment, can help to explain these processes so that teacher education inclusion programs can be improved. The theoretical framework that guided this study was Bandura's (1977, 1994) self-efficacy theory. The study aimed to examine possible correlations between teachers' self-efficacy and the level of inclusion practices within teaching teams, perceptions of shared leadership in decision making, and perceptions of the level of stress these different teachers face in their jobs. A sample of 100 teachers were surveyed online using three pre-tested and validated quantitative instruments: the Inclusion Climate Scale, the Teacher Efficacy Scale, and the Collaborative Climate Scale. Regression analysis were used to determine if there was a correlation between the variables. Findings showed that there was no correlation between teachers' self-efficacy and the level of inclusion practices within teaching teams, no difference between general and special education teacher perceptions of shared leadership or decision making, no difference between teacher perceptions of positive inclusion practices, and no statistically significant difference between teacher perceptions of the level of stress they face in their job. Based on the findings from the study, it may be assumed that limitations on sample size and geographic scope of the present study were significant. Future research is needed in order to address these limitations and discover whether the results of the current study can be verified through an adaptation of the methodology or its scope.

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Van, Staden Shauwn Quinton. "Teaching strategies utilized by non-special education teachers in inclusive further education and training classrooms." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1921.

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Dissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010
The Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In this study the learners are taught in regular classrooms by non-special education subject teachers who have had no formal training in how to teach learners with special needs specifically learners who are deaf/hearing impaired. A qualitative exploratory design with multiple methods for data collection (questionnaires, informal discussions, nonparticipant classroom observations and video footage) was employed in this study. A non-random purposive sampling which consisted of three non-special education subject teachers who teach two learners who are deaf/hearing impaired in the Further Education and Training phase at two mainstream educational institutions participated in the research. The aim of this study was to explore the kind of strategies these teachers use when they mediate learning in classrooms where there are deaf/hearing impaired learners. The study has indicated that while the educators might express a lack of confidence in their abilities, they do cater for the needs of deaf/hearing impaired learners who experience barriers to learning albeit in different ways.
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Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

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The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers’ attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers’ attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers’ attitudes of inclusion in regards to their type of certification, degree level, and years of experience.

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47

Crumbacher, Christine Ann. "Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507.

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48

Reavis, Lauren J. "Art teacher preparation for teaching in an inclusive classroom a content analysis of pre-service programs and a proposed curriculum /." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-215223/.

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Thesis (M.A. Ed.)--Georgia State University, 2009.
Title from file title page. Melody Milbrandt, committee chair; Melanie Davenport, Kevin Hsieh, committee members. Description based on contents viewed Feb. 22, 2010. Includes bibliographical references (p. 73-78).
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49

Alexander, Jack. "Concerns of middle and high school teachers toward inclusion of students with exceptional education needs." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001alexanderj.pdf.

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50

Chan, Edmund Sze Shing. "Music teachers' concern of inclusive music teaching scale: development, validation and correlates." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/308.

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In view of the lack of an appropriate instrument to measure primary school music teachers' concerns about teaching music to students with special educational needs in inclusive classrooms in Hong Kong, this research intends to fill the research gap by developing and validating the Music Teachers' Concerns of Inclusive Music Teaching Scale (CIMTS) for addressing these concerns. Specifically, this study aims at: (1) Developing and validating the CIMTS, (2) Assessing its psychometric properties, (3) Exploring primary school music teachers' levels of concern about inclusive music teaching, and (4) Predicting their CIMTS scores with a number of psychological, personality, and environmental variables which are hypothesized to correlate with the CIMTS. Different methods with two samples of primary school music teachers were involved in the development, validation, and prediction of the CIMTS. Regarding development, sequential mixed method involving qualitative analysis was employed to generate, pilot-test, and refine the initial pool of question items. Concerning validation (N = 309), quantitative analysis using item analysis was conducted to evaluate and refine the CIMTS, assessing its internal consistency and construct validity. Specifically, Exploratory Factor Analysis, Confirmatory Factor Analysis, SEM estimation, and Multi-trait and Multi-method analysis were performed to establish evidence of convergent and discriminant validity. Referring to prediction (N = 224), hierarchical multiple regression analysis was conducted to examine if the chosen psychological, personality, and environmental variables in the hypothesized model were significant predictors of the scores on the CIMTS. Results indicated that the 25-item CIMTS possessed adequate evidence of validity as well as satisfactory reliability regarding the overall scale and its five factors (Learning Support, Learning Obstacle, Resource, Training, as well as Curricular Design and Assessment). While the level of primary school music teachers' concerns for the Resource factor was found to be the highest among the five factors, Openness-to-Experience and School Climate were shown to be the strongest predictors of their scores on the CIMTS in the hypothesized model. With the development and validation of the CIMTS, this research not only filled the research gap in inclusive music education, but also aroused policy-makers' and music educators' awareness of teachers' needs for formal training in special education and for resource allocated to inclusive music teaching. For future research, with addition of new items, the CIMTS could be expanded in its domain coverage, refined, and revalidated with different samples. Further exploration of possible correlates of the CIMTS should be pursued.
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