Teacher attitudes towards inclusion in early childhood classroom settings
Dublin Core
Title
Teacher attitudes towards inclusion in early childhood classroom settings
Description
MS Ed: Early Childhood/Special Education
Abstract
Despite federal mandates to educate students with disabilities in the general education setting, many teachers continue to have mixed feelings towards their ability to implement inclusive practices (Swain et aI., 2012). In this study, student teacher perceptions oftheir cooperating teachers'attitude toward inclusion and ways attitudes affected inclusionary practices was studied. In addition, the influence of cooperating teachers attitudes on student teachers' own perceptions about inclusion was evaluated in order to determine the right professional development needed. This study utilized a survey consisting of 32 Likert-type items ranging from strongly disagree to strongly agree and 11 open-ended questions. Student teachers were placed into one ofthree settings, general education, integrated co-teaching and self-contained. Results indicate that all 10 student teachers hold positive experiences towards inclusion, even though some have had a negative experience with inclusion because they were placed with a cooperating teacher who had a negative attitude towards inclusion practices.
Creator
Kilgannon, Katie
Date Accepted
2015
Contributor
Gonzalez, Katia
Frumkin, Rhoda
Gazzard, Ann
Rights
U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.
Is Part Of
Wagner College Electronic Thesis Collection
Format
application/pdf
Extent
74 pages
Language
eng
Type
Text
Identifier
Ed_2015_Kilgannon_Teacher
Collection
Citation
Kilgannon, Katie, “Teacher attitudes towards inclusion in early childhood classroom settings,” Wagner College Archives and Special Collections, accessed April 25, 2024, https://wagnercollections.omeka.net/items/show/17464.