Concerns of middle and high school teachers toward inclusion of students with exceptional education needs

Abstract

The purpose of this study was to investigate the concerns of middle and high school regular education teachers in the West De Pere School District regarding inclusion of students with special needs into their general education classrooms. The study surveyed regular education middle and high school teachers in the West De Pere School District. Using a five point Likert-type scale, the twenty-item survey enabled respondents to reflect concerns about inclusion. Results were tabulated with percentages and frequencies for each response reported. The results of this study identified areas of concern general education teachers have in accepting special education students into their classroom. The researcher’s study showed that concerns exist including lack of training, knowledge, time and material resources relative to the behavioral and learning needs of special needs students. The findings further indicated that special need students do require more attention and assistance than the regular education teacher can provide. Teachers recognize the importance of inclusion, but lack the necessary resources for success with these students. Implications of the study reveal teachers’ reluctance with the acceptance or practice of inclusion. Teachers also found improvement on all students’ academic and social skills when special education students are included in the regular education classroom. The study reveals that teachers with special needs students in their classrooms need to provide more personal attention for those students than for others without special needs. Teachers conveyed frustration over limited resources needed to assist students with special needs. Summary and recommendations from this study include: 1) General and special education teachers be given more time for collaboration in the school day; 2) Administration find financial resources to provide in-service training to general education teachers; 3) Teachers need to attend workshops to learn about different strategies for teaching students with severe disabilities.