Equitable vs. equal treatment of students: A quantitative study of teachers' attitudes toward inclusion and standards-based reform

The purpose of this investigation was to illuminate general and special education teachers' efforts to reconcile inclusive instruction and standards-based reform. With respect to that umbrella goal, this study sought to: (1) determine the perceived value for the concept of inclusion in standards-based, contemporary educational settings, (2) evaluate how well inclusion works for students and teachers in accountability systems, and (3) reveal how educators characterize the influence of standards-based reform on their efforts to carry out effective inclusive practices.; A survey instrument, comprised of both rating scale and open-ended items, was administered to general and special education in-service teachers who were practicing in Pennsylvania K--12 public and private school systems. Rating scale survey items were used to glean quantitative information about participants' perceptions of inclusive practices in contemporary educational settings. Open-ended items were used to solicit the narrative data needed to understand teachers' reasoning in responding to rating scale items and to uncover important interrelationships.; The data collected suggest that the conflicting aims of inclusion and standards-based reform are not easily reconciled from the vantage point of practitioners. Responses indicated that the accountability demands associated with high-stakes testing encourage brisk and shallow coverage of material and hinder teachers' efforts to provide instruction a that is responsive to the needs of students with disabilities. Disparity between teachers' personal commitment to students and the realities of standards-based classroom practices has induced an "either/or mentality" and conjured a predominant belief among contemporary educators that loyalty to either reform movement requires a choice between equitable and equal treatment of children.; The top-down manner in which educational reform initiatives are launched in America discounts practitioners' input and fails to afford teachers a sense of ownership over mandated changes. Given the plight that contemporary educators face, experimentation with a style of leadership and professional development that values practitioners as contributors to the change process is offered as a recommendation for future practice.