Will They Be Welcomed In? The Impact of K-12 Teachers' and Principals' Perceptions of Inclusion of Students with Disabilities

Autor/inn/en	Smith, Emily; Larwin, Karen H.
Titel	Will They Be Welcomed In? The Impact of K-12 Teachers' and Principals' Perceptions of Inclusion of Students with Disabilities
Quelle	In: Journal of Organizational and Educational Leadership, 6 (2021) 3, Artikel 1 (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2380-0860
Schlagwörter	Elementary Secondary Education; Teacher Attitudes; Administrator Attitudes; Students with Disabilities; Inclusion; Administrator Role; Teacher Role; Regular and Special Education Relationship; Educational History; Desegregation Litigation; School Desegregation; Educational Legislation; Equal Education; Educational Quality; Court Litigation; Barriers; Teaching Experience; Professional Development; Leadership Styles; Preschool Education; Cognitive Processes; Affective Behavior; Teacher Behavior; Pennsylvania + Suchen Sie Ihr Suchwort? Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Lehrerrolle; History of education; Bildungsgeschichte; Integrative Schule; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Rechtsstreit; Führungsstil; Pre-school education; Vorschulerziehung; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Teacher behaviour
Abstract	The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in western Pennsylvania school district. The dependent variables are the teachers' and principals' perceptions of inclusion and the independent variables are years of educational experience, extent of special education background, and level of support by district administrators. Instrumentation for this study is the Multidimensional Attitudes toward Inclusive Education Scale (MATIES) survey. Data were analyzed for correlational relationships using the Statistical Package for the Social Sciences (SPSS). Findings suggest an average to high level of support by administration in supporting inclusive practices. A statistically significant, small negative relationship between the years teaching and responses on the affective and behavioral factors surfaced. No significant relationship was demonstrated between teachers' perceptions of inclusion and the level of reported support they receive from administrators. (As Provided).
Anmerkungen	School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01