TEACHER ATTITUDES

Teacher Attitudes towards Inclusion of Special Need Students

Abstract

In this study we try to explore the concept of teacher attitudes towards inclusion of special need students in a holistic context. The main focus of the research is on Teacher Attitudes and its relation with special need students. This paper looks into the changing attitudes of regular (mainstream) education teachers towards the implementation of inclusion of special need students. This paper tries to take into account the need for a improve understanding of teacher attitudes towards inclusion of special need students. The present paper centers on analyzing whether there is a difference in posture between elementary regular education teachers and secondary regular education teachers. The participants would be teachers from three public simple and secondary schools in states, southeastern USA who completed the Scale of teacher attitudes towards inclusion of special need students.

Table of Content

Table of Content3

CHAPTER 1: INTRODUCTION4

Purpose of the Research6

Problem Statement6

Aims and Objectives6

CHAPTER 2: LITERATURE REVIEW7

CHAPTER 3: METHODOLOGY10

Research Technique: Qualitative or Quantitative?11

Primary Research12

Sample13

Research Instrument14

Data Collection15

Secondary Research15

Resources16

Nature of Data16

Ethical Consideration16

Reliability & Validity17

Data Analysis17

Conclusion18

Keywords18

References19

CHAPTER 1: INTRODUCTION

Inclusion is a term used to challenge the education reform movement of schools of philosophy that all students can learn, including those with disabilities. Terms used in the literature, special education before the reform movement was the least restrictive environment (LRE) and inclusion. LRE is the language of education for children with disabilities Act (EHA), adopted in 1975, the U.S. Congress and states that all children with disabilities should be educated as much as possible with their peers without disabilities. From this evolved the term integration with its emphasis on placing students with disabilities in general education classes. Disabilities Act of 1990 also drew attention to the inclusion of persons with disabilities in schools and the workforce in the private and public sector. (Enclose them, 2000)

Inclusion has become a buzzword in the United States. With the adoption of the Law on Education for All Children with Disabilities Act of 1975 (PL 94-142) and the Individuals with Disabilities Education Act (IDEA) in 1990 (PL 101-476) has a mandate that students with special needs are special range of services in place to be present if they have special needs that should be in the least restrictive environment. (Singal, 2005)

In designing programs for people with special needs to participate in an inclusive environment, it was suggested that some components should be included as an environment and culture for change, providing an opportunity to formulate a vision of inclusion, planning and adequate resource allocation, monitoring and documenting progress as well as training of workers and their families. (Lindsay, 2004) show that the provision of appropriate education, pre-direction of the process should be used to reduce the number of inappropriate treatment and adequate support services for people with special needs. (Mittler, 2008)

As we move toward the goal of education schools in 2000, the current trend in the United States is to serve students with special needs in inclusive with people who are not disabled as much as ...