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dc.contributor.advisorSkoning, Stacey
dc.contributor.authorCapetillo-Pena, Bobbie Jo
dc.date.accessioned2018-09-17T20:49:44Z
dc.date.available2018-09-17T20:49:44Z
dc.date.issued2018-09-17T20:49:44Z
dc.identifier.urihttp://digital.library.wisc.edu/1793/78725
dc.descriptionA thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Education - Special and Early Childhood Educationen
dc.description.abstractThe “Attitudes and Beliefs towards Inclusion in Today’s Schools” project examined a potential relationship between the beliefs and attitudes towards inclusive practices of elementary administrators and the general education teachers and special education teachers who work with them. Approximately, 200 Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale surveys were sent to teachers and administrators split across seven elementary schools within a Midwestern school district. 23 surveys were returned completed and with participant consent forms signed. 22 of the participants were teachers and one was an administrator. The teachers and administrator varied in their experience levels from beginner teachers with 5 years of experience to experienced teachers/administrators with 30 plus years of experience. The SACIE-R scale survey was given to each of the participants in order to determine their beliefs, concerns, and attitudes towards inclusive practices. Overall scores were determined on the surveys with possible scores ranging from 15-60; the higher the score the more positive dispositions towards inclusive practices. Means and ranges were found per educator type such as special education teachers, regular education teachers, English Language teachers, and administrators. The SACIE-R also can be broken into three different factors including sentiments, attitudes, and concerns. Means and ranges per factor were found as well. The overall findings were that all 23 teachers and administrator had positive dispositions towards inclusive practices with a mean overall score of 46.57. The lowest score was 38 and the highest score was 54. The special education teachers had more positive dispositions towards inclusive practices than the regular education teachers did by 3.5 points. Since only one administrator participated only one school’s data could be compared between the teachers and administrators. The administrator had an overall score of 45 and the mean of the teachers at the same school was 48.2. The administrator has positive dispositions towards inclusive practices and the teachers have even more positive dispositions towards inclusive practices by 3.2 points.en
dc.language.isoen_USen
dc.subjectInclusive educationen
dc.titleAttitudes and beliefs towards inclusion in today's schoolsen
dc.typeThesisen


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