The inclusion of special education students in general education classrooms: Attitudes of special education and general education teachers

This study investigated the attitudes of elementary general education teachers and special education teachers concerning the inclusion of students with exceptionalities in general education classrooms. The type of teacher, their level of training in inclusion, and their level of experience with inclusion were related to their attitudes about inclusion. Attitudes concerning the type of exceptionality, the type of integration, the amount of integration, and the benefits and disadvantages of inclusion for special education students, general education students, and teachers were explored.;A total of 56 teachers from three school districts responded to the survey. All elementary grade levels, subject areas, and types of exceptionalities taught were represented in the sample. Most respondents were female with masters degrees and had over 21 years of experience in teaching.;The results of the study indicated that, compared to general education teachers, special education teachers reported significantly higher levels of overall training in inclusion, recommended significantly higher levels of inclusion for students with certain disabilities, significantly favored inclusion for social reasons for students with many of the exceptionalities, and reported significantly more positive attitudes about inclusion.;The total sample reported overall minimal to moderate levels of training in inclusion with the highest level of inclusion training coming in the form of independent reading. The majority of the sample reported being involved with inclusion for over three years and for varied percentages of the day.;As the reported level of overall training in inclusion increased and as the reported level of percentage of day involved in inclusion increased, teachers recommended higher levels of inclusion for students with all types of exceptionalities. Teachers with more training in inclusion and more experience per day with inclusion were more likely to agree that students with many of the exceptionalities should be included for social, academic, and functional reasons. Teachers with more training in inclusion and more experience per day with inclusion had more positive attitudes about the overall benefits of inclusion.;The findings of this study indicated the importance of inclusion training programs in promoting more positive attitudes about inclusion and increasing the likelihood of positive educational outcomes of inclusion.