Teacher Attitudes Towards Inclusion Essay

1526 words - 6 pages

In summary, research indicates positive shift in attitudes toward inclusion and can be fostered by teacher education in a variety of aspects pertaining to inclusion including increased administrative support, co-teaching, support from special education teachers and paraprofessionals, adequate resources to meet the needs of a wide variety of learners, and time for making accommodations, modifications, and planning (DeSimone and Parmar, 2006; Daane et al., 2008; Elliot, 2008; Gurgur & Uzuner, 2010; Jung, 2007). Novice teachers get much needed training and hands on experience in their coursework and practicum (Algaryouti et al., 2003; Berry, 2008; Brakenreed & Barnett, 2006; Burke & Sutherland, 2004; Jung). Researchers found experienced teachers to have less than favorable attitudes toward inclusion when compared to their novice teacher peers due to lack of training and experience in inclusive practices (Algaryouti et al.; Berry; Burke & Sutherland; Brady, 2008; Cook et al., 2007; DeSimone & Parmar; Gojkovic, 2007).
Recent research has been conducted to identify preservice and in-service teachers’ attitudes toward inclusion (Algaryouti et al., 2003; Berry, 2008; Brady, 2008; Brakenreed & Barnett, 2006; Bruke & Sutherland, 2004; Carter, Prater, Jackson, & Marchant, 2009; Cook, Cameron, & Tankersley, 2007; Daane, Lusk, Thompson, 2008; DeSimone & Parmar, 2006; Elliot, 2008; Gojkovic, 2007; Gugur &Uzuner, 2010; Jensen, McCrary, Krampe, & Cooper, 2004; Jung, 2007; Short & Martin, 2005; Smith & Smith, 2000); examine the influence teacher preparation programs, coursework, and practicum experience have on novice teacher attitudes toward included students with disabilities (Algaryouti et al.; Berry; Brakenreed & Barnett; Burke; Jung) and ways to increase inservice teachers’ attitudes of inclusive teaching (Daane, Lusk, & Thompson; DeSimone & Parmar; Elliot; Gurgur &Uzuner; Smith & Smith). Many of these studies suggest teacher attitudes toward inclusion are the most important aspect of inclusive teaching (Berry; Brakenreed & Barnett; Burke & Sutherland; Daane, Lusk, & Thompson; Gojkovic; Elliot).
Further, research has been done to determine how these attitudes affect the views these inclusive teachers hold of students with disabilities and their willingness to work collaboratively to meet the needs of included students (Algaryouti et al., 2003; DeSimone & Parmar, 2006; Daane et al., 2008; Gojkovic, 2007; Gurgur & Uzuner, 2010; Jensen et al., 2004; Jung, 2007). The findings suggest preservice teachers and novice teachers approach inclusive teaching with a positive mindset but are reluctant to seek auxiliary support, likely due to their lack of secure teaching craft (Brakenreed & Barnett, 2006; Jung, 2007). In contrast to the positive attitudes of novice and preservice teachers, in-service teachers have a more negative view toward inclusion; however, a positive correlation exists between an increase in auxiliary support and more favorable attitudes toward...

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