Preservice teachers' attitudes toward inclusion: Does online instruction make a difference

The primary focus of this study dealt with methodologies in teacher training programs that influenced preservice teachers' attitudes toward the inclusion of children with disabilities in regular classrooms. A review of the literature found no references that dealt with using online instruction as a methodology in influencing preservice teachers' attitudes toward inclusion.; This study involved undergraduate preservice elementary, secondary, and physical education teachers enrolled in online instructed and lecture instructed introductory courses in special education at a small, private university. Pre and post surveys were administered to obtain information on the students' attitudes toward making accommodations in regular classrooms for students with special physical, academic, behavioral, and social needs. Both quantitative and qualitative data were obtained and analyzed to determine similarities and differences between the two groups' attitudes toward inclusion based on the type of instruction received.; The results indicated that there was statistical significance when considering improvement of students' attitudes from pre to post testing in both the online and lecture instructed groups. Significant differences were not found in the groups' attitudes toward accommodating students with special needs in a regular classroom setting, except for students with social needs. Several topics were identified for future research in improving preservice teachers' attitudes toward inclusion and the use of online instruction in teacher education.