Inclusive education of students with special needs in the California elementary schools: General education teachers' attitudes toward inclusive education

The purpose of this study was to examine the supports available to general education teachers educating students with disabilities in their classroom. Teachers' attitudes (measured through the support and collaboration they received) toward the active involvement and participation of students with special needs in the general education classroom for at least 80% of the school day also was explored. The sample consisted of 10 elementary school general education teachers in an urban inclusive setting. The researcher interviewed study participants using a semistructured interview questionnaire designed for the purpose of the study.; Findings suggest that the majority of the teachers were not receiving the necessary support, which included: lack of Instrumental and Informational professional support and collaboration with school based problem-solving teams. Support that was received included personal and professional Validation/Esteem building. Respondents had mixed perceptions about their schools' inclusive education program due to a lack of awareness, preparation, and training.