A comparison of the attitudes of secondary regular and special education teachers toward inclusion of students with mild disabilities in their classrooms

Using the Scale of Teachers' Attitudes Toward Inclusion (STATIC) measure, this study compared the attitudes of secondary regular and special education teachers in the District of Columbia Public School system toward the inclusion of students with mild disabilities in their classrooms. Inclusion refers to the integration of students with disabilities into general education classrooms to the maximum extent appropriate and the classroom the student would attend if he or she had no disability, with appropriate in-class supports and services. The success of inclusion is contingent on a number of variables, including the attitudes of general and special education teachers toward inclusion. The study focused on attitudes of secondary teachers who have or have had students with mild disabilities in their classrooms. In addition, the study examined the relationship between general and special education teachers' attitudes toward inclusion relative to years of teaching experience, training, gender, ethnicity, and educational levels. Ninety-five teachers participated in this study (60 general educators and 35 special educators). The researcher analyzed and made recommendations using SPSS. The independent t test was used for statistical analysis to determine if there were significant differences between the attitudes of secondary general and special education teachers with respect to (a) the advantages and disadvantages of inclusive education, (b) professional issues related to inclusive education, (c) philosophical issues related to inclusive education, and (d) logistical issues related to inclusive education. The overall conclusion of the study indicated that special education teachers have a more positive attitude toward inclusion when compared to general education teachers. The study indicated that there was no significant difference in special and general education belief regarding the advantages and disadvantages of inclusion. On the other hand, the study indicated that special and general education teachers differed regarding professional issues, philosophical issues, and logistical issues regarding inclusion. The study further indicated that there is a need for education on inclusion to meet the changes and demands of new laws regarding educating students with disabilities in general education classrooms. In view of that finding, collaborative effort between school districts, administrator, and special and general education teachers is necessary for general education teacher to embrace and promote the advantages associated with inclusion and eliminate the frustration associated with inclusion.