What Affects Teachers’ Attitudes toward Inclusion

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dc.contributor.advisorOlenchak, F. Richard
dc.contributor.advisorSanti, Kristi L.
dc.contributor.committeeMemberGaa, John P.
dc.contributor.committeeMemberHorn, Catherine L.
dc.contributor.committeeMemberZou, Yali
dc.creatorPeet, Christine M.
dc.date.accessioned2021-07-15T04:54:59Z
dc.date.available2021-07-15T04:54:59Z
dc.date.createdMay 2016
dc.date.issued2016-05
dc.date.submittedMay 2016
dc.date.updated2021-07-15T04:55:00Z
dc.description.abstractThe inclusion of students with special needs in the general education classroom has become an essential component of education (Smith & Kozlesky, 2005). Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right (Idol, 2006). However, research reveals that some teachers do not have positive attitudes toward including students with disabilities in their classrooms (Cullen & Noto, 2007). The purpose of this study is to uncover factors behind teachers’ attitudes toward inclusion. Participants consist of 70 pre-service and 100 experienced teachers. Methods used were 14 Likert scale survey items, five open-ended questions, and 14 item interviews. Results were analyzed using a confirmatory factor analysis (CFA), a MANOVA, and ethnographic strategies. Results from the CFA revealed that the ten-item factor structure from the exploratory factor analysis (EFA) was not a good fit for the data. A MANOVA was utilized to determine the extent that pre-service and experienced teachers differ on the three components found in the EFA: (1) professional development, (2) administrative support, and (3) exposure to inclusion. Ethnographic approaches such as thinking, patterns, themes, and categories were used to search for deeper meanings and emerging themes (Fetterman, 2010). By analyzing attitudinal barriers through a mixed-method design comparing pre-service and experienced teachers, underlying themes of disruptiveness of behavior and locus of control of the teacher evolved to supplement bridging the gap between the law and the implementation of inclusion in the classroom. Limitations and future implications have been addressed.
dc.description.departmentEducational Psychology, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/7901
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectinclusion
dc.subjectspecial education
dc.subjectteachers' attitudes
dc.subjectTeachers' Attitudes Toward Inclusion Scale
dc.subjectTATIS
dc.subjectscale development
dc.subjectinstrument development
dc.subjectexploratory factor analysis
dc.subjectEFA
dc.subjectconfirmatory factor analysis
dc.subjectCFA
dc.subjectmultiple analysis of variance
dc.subjectMANOVA
dc.subjectethnographic strategies
dc.subjectthemes
dc.subjectcategories
dc.subjectmixed-method
dc.subjectprofessional development
dc.subjectadministrative support
dc.subjectexposure
dc.subjectpre-service teachers
dc.subjectexperienced teachers
dc.subjectattitudinal barriers
dc.subjectclassroom behavior
dc.subjectlocus of control
dc.subjectteacher training
dc.titleWhat Affects Teachers’ Attitudes toward Inclusion
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Psychology, Department of
thesis.degree.disciplineEducational Psychology and Individual Differences
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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