A look inside the classroom: Teacher satisfaction with inclusion at the secondary level

Inclusion is one type of service delivery model to consider when planning for the education of students with special needs. Research shows that teacher attitudes are a critical factor for the success or failure of inclusion therefore, it is important to identify factors which impact teacher satisfaction with inclusion. Much of the research has been focused at the elementary level with the secondary level not being studied as frequently. The purpose of this study was to investigate high school classrooms to determine the level of teacher satisfaction regarding inclusion as identified by general education English and Math teachers and special education teachers.;This study used a quantitative research design with data being collected by means of a survey to be completed by general education and special education teachers. By random selection, 10 high schools in the state of Indiana were identified to participate in the study. The survey consisted of 17 questions which took approximately 10 minutes to complete.;Given an unexpectedly low return rate, the planned inferential analysis could not be executed. As a result, qualitative interviews of special education and general education teachers were conducted to help make sense of the descriptive findings from the survey. The interviews revealed a variety of themes helpful for informing both policy and practice.