DOI
https://doi.org/10.25772/01WV-PX63
Author ORCID Identifier
https://orcid.org/0000-0001-9923-7638
Defense Date
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Special Education
First Advisor
Dr. Kevin Sutherland
Abstract
According to the research, inclusion in the general education setting is valuable to the academic and social development of students with disabilities. Teachers play a significant role in the success of students with disabilities in this setting (Coombs-Richardson & Mead, 2001; Fuchs, 2010; Test et al., 2009). Research shows that teachers display positive and negative attitudes toward inclusion based on the severity of the disability category (Cook, 2001; Ernest & Rogers, 2009). The purpose of this study was to examine teachers’ attitudes toward the inclusion of students with disabilities in the general education classroom in a rural school district. An ANOVA was run to analyze teachers’ attitudes based on disability category and to determine if grade level taught by teachers acts as a moderator to their attitudes. Results revealed that students’ disability categories had a significant impact on teachers’ attitudes and that grade level taught acts as a moderator to teachers’ attitudes toward inclusion. Limitations were discussed, and recommendations for practice, policy, and research were provided.
Rights
© Robin M. Pelt
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-13-2020