Abstract

This investigation replicated and extended previous research regarding the attitudes of inclusive teachers toward their students with disabilities. Participating teachers included 46 inclusive teachers (grades K-5) from 16 elementary schools in 7 Northeast Ohio school districts. Teachers nominated 3 students in 4 attitudinal categories: attachment, concern, indifference, and rejection. Results indicated that (a) included students with disabilities were significantly overrepresented (in comparison to nondisabled students) among teachers' concern, indifference, and rejection nominations; (b) included students with mild disabilities were significantly overrepresented (in comparison to students with severe disabilities) among teachers' concern nominations; and (c) included students were significantly more likely to receive concern nominations in high-socioeconomic status (SES) school districts and from experienced teachers, and to be nominated in the rejection category in classes with no paraprofessional and ...

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.