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dc.contributor.authorBrendon, Natalie
dc.date.accessioned2015-05-19T16:05:01Z
dc.date.available2015-05-19T16:05:01Z
dc.date.issued2015-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/72207
dc.description.abstractKnowing general education teachers attitudes towards inclusion is crucial to a successful inclusion program. Factors that influence positive and negative attitudes must be identified so changes can be made. This study examined the general education teachers' attitudes towards inclusion in the general education classes. Sixty elementary, middle, and high school general education teachers from one suburban school district participated in the study. The findings from the study show the majority of general education teachers have positive attitudes towards inclusion. The teachers believe students with disabilities actively participate in learning activities and achieve academic, social and behavioral growth. Although teachers have positive attitudes towards inclusion, the majority of general education teachers identify not having enough materials, preparation time, support in the classrooms, appropriate ongoing training and in-service, or sufficient pre-service education and training as barriers.en
dc.subjectStudents with Disabilitiesen
dc.subjectGeneral Education
dc.subjectInclusionen
dc.subjectTeachersen
dc.subjectEducational Leadership
dc.subjectEducationen
dc.subjectInclusion Programsen
dc.subjectK12 Schoolsen
dc.subjectTeachers' attitudesen
dc.subjectGeneral Educationen
dc.subjectSpecial Educationen
dc.subjectInclusion
dc.titleGeneral Education Teachers' Attitudes Towards Inclusionen
dc.typeThesisen


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