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A comparative study of the attitudes of experienced vs inexperienced teachers toward inclusion

By Danielle Dicken

Abstract

The purpose of this study was to examine the preference for a disability teachers with previous experience teaching included students have versus teachers with no experience teaching special education students in the regular classroom. It was hypothesized that (a) teachers who have taught included students will have no significant preference level for a specific disability; and (b) teachers with no experience teaching included students will have a definite level of preference. The study uses a descriptive design. A total of 50 teachers were surveyed among three districts. Twenty surveys from the experienced group and 20 surveys from the inexperienced group were randomly selected. The hypothesis was upheld in that findings of this study indicate that teachers with no experience teaching students with disabilities in the regular class have a definite preference level for specific disabilities. Also, both groups surveyed agreed that students with behavior disabilities should not be in the regular class. Teacher competency and training were also discussed

Topics: Disability and Equity in Education
Publisher: Rowan Digital Works
Year: 1996
OAI identifier: oai:rdw.rowan.edu:etd-3150
Provided by: Rowan University

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