Perspectives of Teachers Toward Inclusive School Programs

Abstract

This investigation used the Inclusive School Program Survey to compare the perspectives of teachers who were currently teaching in inclusive school programs with teachers who were not teaching in such programs. Results revealed that the inclusion teachers had significantly more positive perspectives regarding inclusion than did the teachers who were not employed in inclusive programs. The groups differed regarding: (a) how well prepared their school was for inclusion; (b) concern with regard to their possible roles and functions in an inclusive program; and (c) concern with regard to the impact of inclusive programs on students. The implications of these findings for research and practice are discussed.