Marshall University Marshall Digital Scholar eses, Dissertations and Capstones 2015 Teacher Aitudes: An Analysis of Middle School Teachers’ Aitudes Towards Inclusion Jennifer K. Holley [email protected]Follow this and additional works at: hp://mds.marshall.edu/etd Part of the Disability and Equity in Education Commons , and the Special Education and Teaching Commons is Research Paper is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in eses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected]. Recommended Citation Holley, Jennifer K., "Teacher Aitudes: An Analysis of Middle School Teachers’ Aitudes Towards Inclusion" (2015). eses, Dissertations and Capstones. Paper 968.
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Marshall UniversityMarshall Digital Scholar
Theses, Dissertations and Capstones
2015
Teacher Attitudes: An Analysis of Middle SchoolTeachers’ Attitudes Towards InclusionJennifer K. [email protected]
Follow this and additional works at: http://mds.marshall.edu/etd
Part of the Disability and Equity in Education Commons, and the Special Education andTeaching Commons
This Research Paper is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertationsand Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected].
Recommended CitationHolley, Jennifer K., "Teacher Attitudes: An Analysis of Middle School Teachers’ Attitudes Towards Inclusion" (2015). Theses,Dissertations and Capstones. Paper 968.
Teacher Attitudes: An Analysis of Middle School Teachers’ Attitudes Towards
Inclusion
Jennifer K. Holley
Marshall University
Submitted to: Dr. Lori Howard
CISP 615
APRIL 27, 2015
TEACHER ATTITUDES 2
Abstract
The demands for general education teachers to meet the diverse needs of their
students has increased greatly over recent years. The attitudes of these teachers towards
the practice of inclusion greatly influences the successful of inclusion itself. In this study
the attitudes of teachers towards inclusion was investigated. Findings indicated that
teachers’ attitudes towards inclusion are split. Teachers’ attitudes towards specific
disabilities are clear. Findings indicate more teachers believe students with learning
disabilities, physical disabilities, visual and hearing impairments, communication
disorders and health impairments should be educated in a regular classroom where
students with mental impairments (cognitive disabilities/developmental delay),
behavioral disorders and multi-disabled students should not be educated in regular
classrooms. Discussion of these findings are provided. Since teachers’ attitudes towards
inclusion vary, more research is needed to further clarify degrees of negative attitudes
and causes for these attitudes and to replicate these results.
Keywords: inclusion, attitudes, middle-school teachers, students
with disabilities
TEACHER ATTITUDES 3
Table of Contents
Abstract ................................................................................................................................. 2 Chapter 1: Introduction ........................................................................................................ 4 Statement of the Problem .................................................................................................... 4 Purpose of the Study ........................................................................................................... 7 Rationale for the Study ....................................................................................................... 8 Research Question .............................................................................................................. 8 Chapter 2: Review of Related Literature ............................................................................. 9 What is Inclusion ................................................................................................................ 9 Who are Students with Disabilities ..................................................................................... 12 Middle School Teachers ..................................................................................................... 15 Education .......................................................................................................................... 15 Teacher Experience ........................................................................................................... 16 Teacher Supports .............................................................................................................. 18 Teacher Involvement in Development of Inclusion Policy .............................................. 19 Personal Contact with Disability ...................................................................................... 20 Teacher Preparedness ........................................................................................................ 21 Behavior ............................................................................................................................ 21 Topic Statement .................................................................................................................. 23 Chapter 3: Methods .............................................................................................................. 24 Research Question .............................................................................................................. 24 Research Design .................................................................................................................. 24 Settings and Participants ................................................................................................... 24 Procedures ......................................................................................................................... 25 Teacher Questionnaire ...................................................................................................... 25 Chapter 4: Results ................................................................................................................ 27 Chapter 5: Discussion .......................................................................................................... 35 Interpretations and Implications of Research ..................................................................... 35 Limitations .......................................................................................................................... 37 Further Research ................................................................................................................. 38 Conclusion .......................................................................................................................... 38 References ............................................................................................................................. 40 Appendices ............................................................................................................................ 46 Appendix A Site Approval Letter ....................................................................................... 46 Appendix B Initial E-mail ................................................................................................... 47 Appendix C Follow-Up E-mail ........................................................................................... 49 Appendix D Teacher Attitude Survey ................................................................................. 51
TEACHER ATTITUDES 4
Chapter 1: Introduction
Inclusion is viewed as the fundamental human rights of all individuals with
disabilities to be a part of the general education classroom (Mastropieri & Scruggs,
2012). It is the ideology of acceptance and belonging so that a class is structured to meet
the needs of all its students (Gal, Schreur, & Engel-Yeger, 2010). This inclusion is
targeted to offer equal opportunities for all students. The inclusion of students with
disabilities in the general education environment is an important component of modern
classrooms.
The process of inclusion has been incorporated in general education classrooms
since the Individuals with Disabilities Act (IDEA) was introduced in 1975. The updated
Individuals with Disabilities Education Act (IDEA, 2004) states the purpose of the act is
to ensure that all children with disabilities have available to them a free appropriate
public education, under IDEA special education and related services are designed to meet
the unique needs of students and prepare them for further education, employment, and
independent living. In order for students with disabilities to be successful in each aspect
of their education, they must experience positive attitudes from each member of their
educational team. These teacher attitudes play an integral part in the success/failure of a
student being included in their classrooms. The purpose of this study is to investigate the
attitudes of middle school teachers in Raleigh County, West Virginia towards inclusion.
Statement of the Problem
In recent years, the educational inclusion of students with disabilities has been
advocated. This endorsement has led to the growing number of these students receiving
most of their education in the general education classroom (Mastropieri and Scruggs,
TEACHER ATTITUDES 5
2001). The attitude of the general education teacher influences the effectiveness of
teaching in inclusion settings. There are many factors that can influence the teachers’
attitudes such as but not limited to experience, education, personal contact with disability,
requirements for accommodations, and potential behavior problems (Gal, Schreur &
Engel-Yeger, 2010). The attitudes of teachers may be affected by only one factor or a
combination of several factors. In order for inclusion to work in the general education
setting, the teacher must be prepared for success. The teacher must be dedicated to
extending extra efforts to ensure techniques are put into place that will cultivate learning
for the student with disabilities.
A teacher who has had previous experience with inclusion, whether those
experiences are positive or negative experiences, will have preexisting attitudes that may
reflect those past experiences. The attitude of the teacher regarding additional staff
contributing to their instruction can alter a teacher’s attitude. The teachers must be
willing to compromise and accept that the curriculum involves various levels of
interactions with different faculty who serve different roles in education (Causton-
Theoharis & Theoharis, 2009).
The teachers’ past experiences will alter the strategies and techniques they use to
handle education and interactions with students with disabilities. These strategies and
techniques also contribute to the inventory of resources a teacher has to assist in
accommodating a student with disabilities. The additional availability of materials that
correlate between class level material and the student with disabilities level is another
factor that contributes to success or failure of inclusion.
TEACHER ATTITUDES 6
Less experienced teachers exhibit more positive attitudes towards inclusive
classrooms and a higher level of willingness to include students with disabilities possibly
due to being taught the philosophy of inclusion in their pre-service teacher education
programs (Hwang & Evans, 2011). The main focus of teacher-preparation programs
should reflect concerns expressed by current classroom teachers (Fuchs, 2010). Ongoing
professional development and modeling of effective teaching practices for more seasoned
teachers may promote a more positive attitude toward inclusive teaching (Hwang &
Evans, 2011). These professional development opportunities can create opportunities for
teachers to facilitate inclusion through peer-mentoring, co-teaching and inservice training
(Swain, Nordness, & Leader-Janssen, 2012).
The amount of time required to provide additional support for students with
disabilities may also affect teacher attitudes toward inclusion (Rae, 2010). It seems clear
that teacher attitude towards inclusion is influenced by teacher perception of the amount
of time required to implement inclusion procedures and the amount of additional effort
required beyond that already being exerted by the teacher (Mastropieri & Scruggs, 2001).
The more familiar a teacher becomes with inclusion practices, the teacher’s attitudes
should improve regarding further implementation of those inclusion strategies.
To reduce teacher anxiety levels, policies addressing training programs for all
staff that emphasize instructional strategies and skills necessary for accommodating
students with disabilities need to be pursued (Center and Ward, 1987). Quantitative
research procedures may indicate the most effective teaching strategies for students with
disabilities and these procedures may guide such trainings (Mastropieri and Scruggs,
TEACHER ATTITUDES 7
2001). Additionally, by providing properly targeted training, teachers will have a more
Sharma, U., Moore, D., & Sonawane, S. (2009). Attitudes and concerns of pre-service
teachers regarding inclusion of students with disabilities into regular schools in
Pune, India. Asia-Pacific Journal of Teacher Education, 37, 319-331, doe:
10.1080/13598660903050328.
Shippen, M.E. , Crites, S.A., Houchins, D.E., Ramsey, M.L., and Simon, M. (2005).
Preservice teachers’ perceptions of including students with disabilities. Teacher
Education and Special Education, 28: 91-9.
Stoler, R.D., (1992). Perceptions of regular education teachers toward inclusion of all
handicapped students in their classroom. Clearing House, 66: 60-2.
Swain, K. D., Nordness, P. D., & Leader-Janssen, E. M. (2012). Changes in preservice
teacher attitudes toward inclusion. Preventing School Failure, 56(2), 75-81.
Swinson, J., & Harrop, A. (2001). The differential effects of teacher approval and
disapproval in junior and infant classrooms. Educational Psychology in Practice,
17(2), 157-167. Doi: 10.1080/02667360120059355.
Symeonidou, S., & Phtiaka, (2009). Using teachers’ and principals’ beliefs about
inclusive education as predictors of effective teaching in heterogeneous
classrooms. The Elementary School Journal, 98(3), 221-238.
U.S. Department of Education, (2005). 27th annual report to congress on the
implementation of the individuals with disabilities education act, 2004,
Washington, DC: Author.
TEACHER ATTITUDES 45
U.S. Department of Education, (2009). 28th annual report to congress on the
implementation of the individuals with disabilities education act, 2004,
Washington, DC: Author.
Villa, R. A., Thousand, J. S., Meyers, H., & Nevin, A., (1996). Teacher and administrator
perceptions of heterogeneous education. Exceptional Children, 63, 29-45.
Wallace, T., Anderson, A. R., Bartholomay, T. & Hupp, S. (2002). An ecobehavioral
examination of high school classrooms that include students with disabilities.
Exceptional Children, 68(3), 345.
Wilkins, T., & Nietfeld, J. L. (2004). The effect of a school-wide inclusion training
programme upon teachers’ attitudes about inclusion. Journal of Research in
Special Education Needs, 4(3), 115-121.
Wong-Ratcliff, M., & Ho, K. K. (2011). Can integrated education meet the needs of
students with SEN? New Horizons in Education, 59(2), 101-115.
Woolfson, L., & Brady, K. (2009). An investigation of factors impacting on mainstream
teachers’ beliefs about teaching students with learning difficulties. Educational
Psychology, 29(2), 221-238.
TEACHER ATTITUDES 46
Appendix A
Site Approval Letter
December 15, 2014 This letter is to document that Jennifer Holley has permission to conduct a research study at __________________ Middle School in _____________ once Institutional Review Board (IRB) approval has been obtained. I understand that this study involves a confidential survey. I also understand that this project is part of school requirements for CISP-615-Research II at Marshall University. The instructor for this course is Lori Howard, Ph.D. Dr. Howard will act as the on-site supervisor and can be contacted by phone at 304-746-2076 or by email at [email protected]. Signed, Principal, ____________ Middle School
TEACHER ATTITUDES 47
Appendix B
Initial E-mail To: recipients From: "[email protected] via surveymonkey.com" <[email protected]> Subject: Survey Request: Teachers' Attitudes Towards Inclusion You are invited to participate in a research project entitled: Teacher Attitudes: An Analysis of Middle School Teachers' Attitudes Towards Inclusion designed to analyze teacher attitudes towards inclusion. The study is being conducted by Lori Howard, Ph.D. and Jennifer Holley from Marshall University and has been approved by the Marshall University Institutional Review Board (IRB). This research is being conducted as part of the thesis course requirements for Jennifer Holley. This survey is comprised of a combination of multiple-choice, Likert and open-ended questions. The survey should take approximately 10 to 15 minutes to complete. Your replies will be anonymous, so do not type your name anywhere on the form. There are no known risks involved with this study. Participation is completely voluntary and there will be no penalty or loss of benefits if you choose to not participate in this research study or to withdraw. If you choose not to participate you can leave the survey site. You may choose to no answer any question by simply leaving it blank. Once you complete the survey you can delete your browsing history for added security. Completing the on-line survey indicates your consent for use of the answers you supply. If you have any questions about the study you may contact Lori Howard at [email protected] or Jennifer Holley at [email protected]. If you have any questions concerning your rights as a research participant you may contact the Marshall University Office of Research Integrity at (304) 696-4303. By completing this survey you are also confirming that you are 18 years of age or older. Please print this page for your records. Here is a link to the survey: https://www.surveymonkey.com/s.aspx This link is uniquely tied to this survey and your email address. Please do not forward this message. Thanks for your participation!
TEACHER ATTITUDES 48
Please note: If you do not wish to receive further emails from us, please click the link below, and you will be automatically removed from our mailing list. https://www.surveymonkey.com/optout.aspx
TEACHER ATTITUDES 49
Appendix C
Follow-Up E-mail
To: recipients From: [email protected] via surveymonkey.com <[email protected]> Subject: Survey Request Reminder: Teachers' Attitudes Towards Inclusion Body: Your opinion is important. Recently you received an e-mail asking for your help in completing an online research study. This reminder is going out to everyone who was invited to participate. Your opinion is important to us. If you have not already taken this survey, we urge to participate. If you have already taken this survey, thank you for your input. Below you will find a copy of the original invitation: You are invited to participate in a research project entitled: Teacher Attitudes: An Analysis of Middle School Teachers' Attitudes Towards Inclusion designed to analyze teacher attitudes towards inclusion. The study is being conducted by Lori Howard, Ph.D. and Jennifer Holley from Marshall University and has been approved by the Marshall University Institutional Review Board (IRB). This research is being conducted as part of the thesis course requirements for Jennifer Holley. This survey is comprised of a combination of multiple-choice, Likert and open-ended questions. The survey should take approximately 10 to 15 minutes to complete. Your replies will be anonymous, so do not type your name anywhere on the form. There are no known risks involved with this study. Participation is completely voluntary and there will be no penalty or loss of benefits if you choose to not participate in this research study or to withdraw. If you choose not to participate you can leave the survey site. You may choose to no answer any question by simply leaving it blank. Once you complete the survey you can delete your browsing history for added security. Completing the on-line survey indicates your consent for use of the answers you supply. If you have any questions about the study you may contact Lori Howard at [email protected] or Jennifer Holley at [email protected]. If you have any questions concerning your rights as a research participant you may contact the Marshall University Office of Research Integrity at (304) 696-4303. By completing this survey you are also confirming that you are 18 years of age or older. Please print this page for your records. Here is a link to the survey: https://www.surveymonkey.com/s.aspx This link is uniquely tied to this survey and your email address. Please do not forward this message.
TEACHER ATTITUDES 50
Thanks for your participation! Please note: If you do not wish to receive further emails from us, please click the link below, and you will be automatically removed from our mailing list. https://www.surveymonkey.com/optout.aspx
TEACHER ATTITUDES 51
Appendix D
Teacher Attitude Survey We would like to know a little more about your perspectives on inclusion. Please complete this short survey. There are no wrong or right answers. Your responses will be kept confidential and anonymous. Gender: Female Male Age: Less than 25 26-30 31-40 41-50 51-60 61-70 0ver 70 Number of years teaching: 1-5 6-10 11-15 16-20 over 20 Academic subject you teach: (Check all that apply) ______________ English Language Arts (Reading) ______________ Math ______________ Social Studies ______________ Science ______________ Related Arts ______________ Special Education What grade level do you teach: 6th 7th 8th All three grade levels Evaluation: (Please select the response that most accurately reflects your feelings.)
Strongly Disagree Disagree Agree Strongly
Agree
I was prepared to teach in an inclusion classroom. 1 2 3 4
Inclusion is a desirable educational practice for special education students.
1 2 3 4
Inclusion is a desirable educational practice for general education students.
1 2 3 4
Students with disabilities are likely to do better academically in inclusive classrooms.
1 2 3 4
I am willing to make needed instructional modifications for students with disabilities in my classrooms.
1 2 3 4
I am willing to make needed instructional modifications for students without disabilities in my classrooms.
1 2 3 4
I can collaborate productively with other teachers in inclusive classrooms.
1 2 3 4
TEACHER ATTITUDES 52
Please list any questions you have in your role as a general educator serving students with disabilities in an inclusion setting:
Strongly Disagree Disagree Agree Strongly
Agree
I am comfortable with the plan for behavior management in my classroom.
1 2 3 4
All students should be held to the same standards of behavior.
1 2 3 4
Educating students with disabilities in the regular classroom is disruptive to other students.
1 2 3 4
Improvement in overall discipline has a positive impact on academic achievement.
1 2 3 4
I try to help all of my students find appropriate ways to deal with their feelings.
1 2 3 4
Students with disabilities are likely to improve their social skills when placed in a regular education classroom.
1 2 3 4
Most students with disabilities (regardless of the level of their disability) can be educated in the regular classroom.
1 2 3 4
Many students with disabilities lack skills needed to master the regular classroom course content.
1 2 3 4
In my view, most students with the following disabilities should be educated in regular classrooms:
By returning this survey, you are agreeing to a research project conducted by Jennifer Holley. If you have any questions, please feel free to contact her at [email protected].