TEACHERS’ ATTITUDES TOWARDS INCLUSION IN THE USA: RESEARCH TRENDS
Keywords:
attitude, inclusive education, special teacher, general teacher, students with special educational needs, students with disabilities
Abstract
The article analyzes trends in researching general and special teachers’ attitudes towards the inclusion policy in the United States. Research interest is explained by the assumption that the successful implementation of an inclusive approach largely depends on the teachers’ being positive about it. The surveys helped to determine key factors that might impact teachers’ acceptance of inclusive activities.
References
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7. Sarason S. B. The culture of the school and the problem of change / S. B. Sarason Boston: Allyn & Bacon. Inc.,U.S.; 2nd Revised edition edition, 1982, 360 p.
8. Scruggs T. E. Teacher perceptions of mainstreaming inclusion, 1958-1995: A research synthesis / T. E. Scruggs, M. A. Mastropieri // Exceptional Children. 1996. – № 63. – P. 59-74.
9. Sebastian J. P. Including students with severe disabilities in rural middle and high school / J. P. Sebastian, C. Mathot-Buckner, 1998. [e-resource]. – Available at: http://files.eric. ed.gov/fulltext/ED417911.pdf. Заголовок з екрану. – Мова англ.
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11. Villa R. A. Teacher and administrator perceptions of heterogeneous education / R. A. Villa, J. S. Thousand, H. Meyers, A. Nevin // Exceptional Children. – 1996. – № 63(1). – P. 29–45.
2. Buell M. J. A survey of general and special education teachers' perceptions and in-service needs concerning inclusion / M. Buell, R. Hallam, M. Gamel-McCormick, S. Scheer// International Journal of Disability, Development and Education. 1999. – № 46(2). – P. 143-156.
3. Coates R. D. The Regular Education Initiative and opinions of regular classroom teachers’/ R. D. Coates // Journal of Learning Disabilities. 1989. – № 22. – P. 532–536.
4. Dunn L. M. Special education for the mildly retarded- -Is much of it justifiable? / L. M. Dunn // Exceptional Children. 1968. – № 35. – P. 5-22.
5. Gallagher P.M. Perceived in-service training needs for early intervention personnel / P. M. Gallagher, M. Malone, M. Cleghorne, A. Helms // Exceptional Children. 1997. – № 64. – P. 19-30.
6. Moore H. The effects of in-service training on teachers' attitudes towards inclusion/ H. Moore [Theses and Dissertations. Paper 465], 2015 45 p. [e-resource]. – Available at: http://rdw.rowan.edu/cgi/viewcontent.cgi?article=1464&context=etd – Заголовок з екрану. – Мова англ.
7. Sarason S. B. The culture of the school and the problem of change / S. B. Sarason Boston: Allyn & Bacon. Inc.,U.S.; 2nd Revised edition edition, 1982, 360 p.
8. Scruggs T. E. Teacher perceptions of mainstreaming inclusion, 1958-1995: A research synthesis / T. E. Scruggs, M. A. Mastropieri // Exceptional Children. 1996. – № 63. – P. 59-74.
9. Sebastian J. P. Including students with severe disabilities in rural middle and high school / J. P. Sebastian, C. Mathot-Buckner, 1998. [e-resource]. – Available at: http://files.eric. ed.gov/fulltext/ED417911.pdf. Заголовок з екрану. – Мова англ.
10. Semmel M. I. Teacher perceptions of the Regular Education Initiative’ / M. I. Semmel, T. V. Abernathy, G. Butera, S. Llesar // Exceptional Children. 1991. № 58. – P. 9–24.
11. Villa R. A. Teacher and administrator perceptions of heterogeneous education / R. A. Villa, J. S. Thousand, H. Meyers, A. Nevin // Exceptional Children. – 1996. – № 63(1). – P. 29–45.
Published
2016-06-30
Pages
7-11
Section
СЕКЦІЯ 1 МЕТОДОЛОГІЯ ТА ІСТОРІЯ ПЕДАГОГІКИ
