Teachers' attitudes and perceptions of students with disabilities

Abstract

This study aims to better understand teacher attitudes and perceptions of students with disabilities. Given the continued rise of inclusion and the fact that regular education teachers are likely to be the principal providers of instruction for students with disabilities, it is important to understand teachers' attitudes and perceptions of these students. Understanding which teacher experiences add to positive attitudes and perceptions and maximizing these critical components of teacher education and work experience is critical to the future educational success of students with disabilities. This qualitative narrative study of high school teachers was completed in order to better understand what experiences may contribute to teachers' positive and/or negative perceptions of students with disabilities and possibly understand what teacher education and training programs can do to help develop and foster more positive attitudes and success. The teachers interviewed shared experiences they felt they were lacking, yet express positive attitudes toward students with disabilities and including these students in the teachers' classrooms. Teacher education programs and professional development implementers may consider devoting attention to improving teaching practices and supports through such experiences. Keywords: teachers, attitudes, perceptions, inclusion, special education, disability, critical theory, teacher education, professional development