Abstract
A survey was conducted of students at West Chester University regarding their attitudes toward inclusion. The study was based upon previous studies by Margevica, Tubele, Bolton, Doan, & McGinley (2017) that examined Latvian students’ attitudes toward inclusion. Deng (2008) created a survey that examined the attitudes of educators in China towards inclusion. According to the National Center for Education Statistics (2016), 95 percent of 6- to 21-year-old students with disabilities are served in general education school settings. The survey was administered to declared education majors, undergraduate and graduate, who were in attendance to randomly selected classes that represented a range of education majors and/or minors. Participants answered 21 questions that analyzed three factors of inclusion: positive effects of inclusion, negative effects inclusion, and benefits of segregated special education classes. This study found that there is a significant difference between males and females with regards to the negative effects of inclusion. However, further research is required to determine the exact cause of this contrast. This study provides a foundation for further investigation into what factors impact student attitudes towards inclusion.
Recommended Citation
Landis, Anna F.
(2019)
"Pre-Service Teacher Attitudes toward Inclusion in the Classroom,"
Ramifications: Vol. 1:
Iss.
1, Article 1.
Available at:
https://digitalcommons.wcupa.edu/ramifications/vol1/iss1/1
