Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis:
TL;DR: The authors found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion and a smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher.
Abstract: Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for p...
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19 Nov 2008TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References
6,776 citations
TL;DR: This paper found that teachers' attitudes were strongly influenced by the nature and severity of the disabling condition presented to them and less by teacher-related variables, while educational environment-related factors, such as the availability of physical and human support, were consistently associated with attitudes to inclusion.
Abstract: On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a great deal of research has sought to examine teachers' attitudes towards the integration and, more recently, the inclusion of children with special educational needs in the mainstream school. This paper reviews this large body of research and, in so doing, explores a host of factors that might impact upon teacher acceptance of the inclusion principle. The analyses showed evidence of positive attitudes, but no evidence of acceptance of a total inclusion or ‘zero reject’ approach to special educational provision. Teachers' attitudes were found to be strongly influenced by the nature and severity of the disabling condition presented to them (child-related variables) and less by teacher-related variables. Further, educational environment-related variables, such as the availability of physical and human support, were consistently found to be associated with attitudes to incl...
1,619 citations
Cites background from "Teacher Perceptions of Mainstreamin..."
...Finally, Scruggs and Mastropieri (1996) in their meta-analysis of American attitude studies, which included 28 survey reports conducted from at least 1958 through 1995, reported that although two-thirds (65 per cent) of the teachers surveyed (10,560 in total) agreed with the general concept of…...
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TL;DR: The authors found that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper.
Abstract: Attitudes of mainstream teachers towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper. The survey was carried out in one Local Education Authority in the south-west of England and the sample comprised of 81 primary and secondary teachers. The analysis revealed that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes. Moreover, the data showed the importance of professional development in the formation of positive attitudes towards inclusion. In particular, teachers with university-based professional development appeared both to hold more positive attitudes and to be more confident in meeting the IEP requirements of students with SEN. The role that training at both pre-service and post-service levels has in the development of teachers' support for inclusion is discussed.
841 citations
Cites background from "Teacher Perceptions of Mainstreamin..."
...Finally, Scruggs and Mastropieri (1996) in their meta-analysis of American attitude studies, which included 28 survey reports conducted from at least 1958 through 1995, reported that two-thirds of the teachers surveyed (10,560 in total) agreed with the general concept of integration....
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TL;DR: In this paper, positive attitudes are argued as playing a considerable role in implementing this educational change successfully, and teachers are seen as key persons to implement inclusive education, thus positive attitudes play a significant role.
Abstract: Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The a...
839 citations
TL;DR: The dominant co-teaching role was found to be "one teach, one assist" in classrooms characterized by traditional instruction, even though this method is not highly recommended in the literature as discussed by the authors.
Abstract: T: Thirty-two qualitative investigations of co-teaching in inclusive classrooms were in- cluded in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were iden- tified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be "one teach, one assist," in classrooms characterized by traditional instruction, even though this method is not highly rec- ommended in the literature. The special education teacher was often observed to play a subordinate role. Techniques often recommended for special education teachers, such as peer mediation, strategy instruction, mnemonics, and training of study skills, self-advocacy skills, and self-monitoring, were infrequently observed.
777 citations
Cites methods from "Teacher Perceptions of Mainstreamin..."
...In addition to meta-analyses of group-experimental research, quantitative research synthesis techniques have been applied to single-subject research (Scruggs, Mastropieri, & Casto, 1987; Swanson & SachseLee, 2000) and survey research (Scruggs & Mastropieri, 1996)....
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TL;DR: In this paper, an attitude scale was constructed using the method of summated ratings and the scale was used to investigate the effect of selected institutional variables on the attitude of the regular-classroom teacher toward mainstreaming special-needs children.
Abstract: An attitude scale was constructed using the method of summated ratings. The scale was used to investigate the effect of selected institutional variables on the attitude of the regular-classroom teacher toward mainstreaming special-needs children. The scale was administered to a sample of nearly 1,000 public school teachers in the 6 New England states. A stepwise multiple regression analysis was used to investigate the effect of the institutional variables on teacher's attitude toward mainstreaming. Results of the analyses indicated that of the 7 variables considered, the regular-classroom teacher's perception of degree of success in dealing with special-needs students had the most significant relationship to teacher attitude.
299 citations
TL;DR: In this article, a survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative and found that teachers favored current special education practices (pullout programs) in elementary schools.
Abstract: A survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative. Confirmatory factor analysis supported an a priori hypothesized structure of teachers' responses. Items factored into 14 categories. These factors describe issues related to preferred placement of students with mild disabilities, teachers' responsibility and ownership, teacher preparedness for meeting the needs of these students, achievement outcomes for all children, and the changes that would result from adopting the proposed consultant model rather than a pullout program. Results favored current special education practices (pullout programs) in elementary schools.
285 citations
TL;DR: Investigation of the types of instructional strategies offered in mainstream classes found that the teachers with less positive attitudes used effective mainstream instructional strategies less frequently, and ANOVAs comparing teachers with positive attitudes toward mainstreaming and teachers with more positive attitudes indicated this.
Abstract: To investigate the types of instructional strategies offered in mainstream classes, we asked 127 mainstream teachers in Grades 1 through 8 to complete a self-evaluation concerning instructional strategies used in their general education classes. Also, each teacher completed questionnaires concerning their attitudes toward their own efficacy and toward mainstreaming. ANOVAs comparing teachers with positive attitudes toward mainstreaming and teachers with less positive attitudes indicated that the teachers with less positive attitudes used effective mainstream instructional strategies less frequently. Implications of these results in terms of recent educational initiatives resulting in increased inclusion programs are discussed.
284 citations
TL;DR: This article found that teachers' attitudes to the integration of individual disabled children reflect lack of confidence both in their own instructional skills and in the quality of support personnel currently provided to them, and they are positive about integrating only those children whose disabling characteristics are not likely to require extra instructional or management skills on the part of the teacher.
Abstract: Regular and resource teachers from New South Wales government and nongovernment schools were surveyed to elicit their attitudes towards the integration of individual disabled chldren, the support services currently provided and the skills considered essential for teachers of mainstreamed atypical students. Differences among sub‐groups of teachers and between teachers and principals who had completed the same questionnaire in a previous study were also examined. Results indicate that teachers’ attitudes to the integration of individual disabled children reflect lack of confidence both in their own instructional skills and in the quality of support personnel currently provided to them. They are positive about integrating only those children whose disabling characteristics are not likely to require extra instructional or management skills on the part of the teacher. However, teachers’ attitudes may be significantly modified by their pre‐service training and the nature of their subsequent professiona...
206 citations