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

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