A literature review for the purpose of examining teacher attitudes regarding special education.
Written in 2005; 5,414 words; 21 sources; MLA; $ 133.95
Paper Summary:
This paper explores past studies and analyzes the results of those studies to determine how teachers feel about inclusion for the purpose of special education. The writer concludes that study of literature overwhelmingly supports indicates that teachers believe in the concept of inclusion. The studies all indicate that teachers like what inclusion classrooms do for their students and they would not give up the classroom. It points out that studies also indicate however, that teachers do not believe they are receiving enough training in how to teach an inclusion classroom and that this lack of support and training prevents them from being the most effective inclusion teachers that they can be. The writer further concludes that additional study is needed to determine exactly what areas of support and training the teachers believe are missing and how they feel this can be best remedied.
From the Paper:
"More than four decades ago in the Brown vs. Board of Education decision of the Supreme Court the face of special education changed forever. With the sound of the gavel and one voting panel special education students were ordered out of the secret classrooms down the hall and into the classrooms and cafeterias with their regular education counterparts. Later, legislation was passed that mandated equality even more specifically. IDEA (Individuals with Disabilities Education Act) provide mandates that special education students receive their education in the least restrictive environment possible. For millions of special education students across the nation this meant allowing them into the regular classroom, either for part of the day or the entire school day. The concept of inclusion was met with excitement by some and trepidation by others. More than four decades later inclusion is a way of life for special education and regular education departments. The success or failure of inclusion programs is significantly dependant on the teachers who implement it. Regular education teachers work with special education teachers to incorporate the special education students into the regular education classrooms as often as possible. If a student believes that a teacher is supportive of his or her needs and education efforts the student will feel more comfortable and put forth effort. Because the success or failure of inclusion is largely dependent on those who are charged with its delivery, it becomes important to measure teacher attitudes about inclusion."
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