General Education and Special Education Teachers' Attitudes toward Inclusion

General Education and Special Education Teachers’ Attitudes Toward Inclusion by Carmen Y. Charley MA, South Carolina State University, 2001 BA, University of South Carolina, 1991 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2015 Abstract Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers’ attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine theEducational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers’ attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers’ attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and 3 subscales), gender, education level, teacher type, and grade level taught were predictors of Teachers’ Attitudes Toward Inclusion. The theoretical framework for this crosssectional study was Bandura’s theory of self-efficacy. The sample consisted of 118 elementary and middle school teachers in a rural district in South Carolina. Data were collected using an online survey, and a 2-way ANOVA and multiple regression were conducted to answer the research questions. Results indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers and that teacher type and the 3 self-efficacy subscales were predictors of Teachers’ Attitudes Toward Inclusion. For each, higher levels of selfefficacy were associated with more positive attitudes toward inclusion. Social change may be achieved if school district administrators implement teacher training to improve teacher self-efficacy regarding inclusive practices. By doing so, teachers might increase their appropriate use of inclusive strategies, which might ultimately improve student outcomes. General Education and Special Education Teachers’ Attitudes Toward Inclusion by Carmen Y. Charley MA, South Carolina State University, 2001 BA, University of South Carolina, 1991 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2015 Dedication I would like to dedicate my doctoral study to God, who is the head of my life. For without Him, none of this would have been possible. Acknowledgements First and foremost, I would like to thank God for giving me strength to endure throughout this journey. For without Him, none of this would have been possible. I would like to thank my husband, Michael, and my daughter, Micayla, for their love and support throughout the years during my doctoral study. Thank you for your prayers, understanding, and patience. I also would like to acknowledge my natural and my spiritual family members, friends, and coworkers who supported me throughout this journey. Your encouraging words, assistance, and prayers are deeply appreciated. I also would like to thank my committee chairperson, Dr. James Miller, as well as committee members, Dr. Lynn Varner and Dr. David A. Hernandez, for their support and feedback throughout the years. Finally, I would like to thank Susan Blatnik and Dr. George Smeaton for their support. Thank you all for having faith in me.