| This study was designed to investigate both general education and special education teachers' attitudes toward inclusive education of students with EBD. Specific independent factors explored were: (a) teacher certification; (b) teaching level; (c) teaching experience; and (d) teacher training.; This study was guided by four questions regarding teachers' attitudes toward inclusive education of students with EBD, summarized as follows: Do general education and special education teachers differ in their attitudes? Are teachers' attitudes affected by teaching level? Do teachers' attitudes correlate with teaching experience? Do teachers attitudes correlate with training?; The findings showed a difference between special education teachers and general education teachers. In comparing the means of both groups, it was clear that special education teachers held more positive attitudes than did general education teachers.; Regarding teaching settings (elementary school, middle school, and high school), results showed that there were no significant differences between groups. However, there was a significant difference between different teaching settings in the dependent variables "Students with EBD in inclusive settings" and "Teacher efficacy." Elementary and middle school teachers held more positive attitudes than did high school teachers.; For general education teachers, teaching experience did not correlate with teachers' attitudes toward inclusive education. In the dependent variable "Behavior of students with EBD in the general classroom" there was a modest correlation.; In addition, previous training in special education teachers correlated with two independent variables, "Students with EBD in inclusive settings" and "Behavior of students with EBD in general classrooms." However, this correlation was modest. |
