Abstract
AbstractDespite their entree into the physical space of general education classrooms and the expected instruction of the core academic standards, students with disabilities may still be excluded. Successful inclusion requires a commitment at district, school and classroom level. The attitude of the general education teacher toward the inclusion of students with disabilities is a critical component in the success of inclusionary efforts. The attitudes toward teaching all students (ATTAS-mm) instrument are a nine-item scale with strong reliability and validity that measures educator attitudes. The three subscales: believing all students can succeed in general education classrooms (cognitive), developing personal and professional relationships (affective), and creating an accepting environment for all students to learn (behavioral) explain nearly 80% of the variance in scores. The unstandardized Cronbach alpha for the entire ATTAS-mm scale was 0.83. The three subscales also demonstrated acceptable reliabilit...
Highlights
The education of students with disabilities in general education classrooms has increased over the years since the inception of inclusion practices (Lipsky & Gardner, 1989; Sailor et al, 1986; Skirtic, 1991; Stainback & Stainback, 1990; Thousand & Villa, 1990)
Some of the standardization expected through No Child Left Behind Act (2001) and more recently the Common Core State Standards (Common Core State Standards Initiative, 2010) and Every Student Succeeds Act (2015) create challenges for the inclusion of students with disabilities since successful inclusion is directly influenced by flexibility and individualization of services
Step two involved determining which of the selected items were most representative of the three constructs, and the third step determined how much of the variance could be accounted for by the whole scale and the internal reliability of the scale
Summary
The education of students with disabilities in general education classrooms has increased over the years since the inception of inclusion practices (Lipsky & Gardner, 1989; Sailor et al, 1986; Skirtic, 1991; Stainback & Stainback, 1990; Thousand & Villa, 1990). An increase in inclusive opportunities over the past decade can be credited to No Child Left Behind Act (2001) and amendments to Individuals with Disabilities Education Improvement Act (2004). Additional supports will be provided as needed within the context of the general education setting by a paraprofessional or special education teacher (Mastropieri & Scruggs, 2010; Villa & Thousand, 2003, 2017). These supports are designated for the students. There is no codified expectation that the in-service general education teacher will have the training or support needed for successful inclusive education
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