Documente Academic
Documente Profesional
Documente Cultură
EDG6625
September 14, 2009
Bernadette Harris
University of North Florida
College of Education & Human Services
Graduate School
The study addressed in this article was conducted as a quantitative study, using a
Likert-model survey used in numerous previous similar studies across the globe. Some
of the previously surveyed nations were Mexico, Colombia, Venezuela, Portugal, Egypt,
Zambia, Australia, Thailand, Italy and Norway. All of these had similar findings to the
toward the general concept of inclusion and its implementation in the mainstream
classroom. The survey was used to measure teacher attitude toward the general concept
as opposed to its actual integration, the level of support teachers felt they received in the
various subgroups of teachers such as age, gender, grade level, type of school and size of
class. It also measured the teacher attitudes in correlation with their level of training (i.e.:
previous experience with inclusion affected teacher attitudes. In addition, one purpose of
the survey was to identify any “barriers” in the successful implementation of inclusion in
given teachers’ classrooms. One area of concentration that was emphasized was the level
At the close of the survey, the results revealed that teachers who had previous
advanced degrees in special education had significantly more positive attitudes toward
the concept of inclusion as well as their own self-efficacy in the ability to successfully
development vs. in-service level training possessed more positive attitudes in the theory
of inclusion as being the most affective and valuable to the special needs student, as well
as more confidence in their ability to meet requirements of IEP’s and 504 Plans. There
was a significant population of teachers surveyed that felt they were not adequately
prepared for the task of successful implementation of inclusion, due to the modifications
necessary as outlined in student IEP’s. Many of the teachers did not feel they were
In addition to the general results calculated by the survey, one of the categories of
the survey addressed specific types of student needs. “Additionally, pupils with
emotional and behavioral difficulties (EBD) were seen as causing significantly greater
concern and stress than pupils with other difficulties” (Avrimades, Bayless and Burden,
2000, p.16).
would be seen to be the most challenging to the mainstream teacher. These students
often require a high level of intervention and individualized attention, whereas those with
other disabilities and needs often only required a modified curriculum. This is also a set
of students with a set of needs that probably requires more need-specific professional
development on the part of teachers, and would require more lengthy training than a day-
This study supports my existing contention that our current educational system, a
the university as well as the state and district levels, is not efficiently preparing its
graduates in regular education certification programs for the task of successfully
implementing the inclusion model in classrooms across our country, and world.
the least restrictive environment (Wright, 2006) , hence the birth of the inclusion model
ostrocization of students with special needs, the burden of preparing teachers who are
be realized and put into practice in our current system. Recently many universities have
added one or two special education courses to the undergraduate requirements for degrees
in elementary education. This has not been mandated as a national or even state
requirement as yet, and also has not been expanded into middle and secondary education
certification programs.
Due to the lack of teacher preparation, the reality of being able to amply service
the needs of what often occupies 33% of any given classroom, is idealistic at best. In
addition, in the United States, we are using the same standardized test (FCAT)
to measure the academic growth of both special needs and standard level students. This
is a blanketed approach to measuring student and schoolwide gains, and does not give
accurate accounts of whether inclusion is working for the students tested! When ESE
student test results are included with and buried within those of academically gifted, AP,
IB and standard student test results, our outcomes are skewed to say the least!
of reevaluation, as shown by the study mentioned in this article, as well as the results of
test data across our nation’s academic databases. We are certainly not leaving LESS
Avrimidis, E., Bayliss, P. & Burden, R. (2000). A survey into mainstream teachers’
attitudes towards the inclusion of children with special educational needs in the
ordinary school in one local education authority. Educational Psychology, 20(2),
191.
Wright, P.W. (2007). Special education law: second edition. New York: Harbor House
Law.