The Relationship between Teacher Effectiveness and Teacher Attitudes Toward Issues Related to inclusion

The inclusion of students with special needs in regular education classrooms has become a major focus of current educational reform, and regular education teacher's acceptance is a critical component in how this type of service delivery will play out. The purpose of this study is to reexamine t...

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Bibliographic Details
Published inTeacher education and special education Vol. 23; no. 3; pp. 202 - 210
Main Authors Treder, David W., Morse, William C., Ferron, John M.
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA SAGE Publications 01.07.2000
Subjects
Attitudes toward Disabilities
Disabilities
Elementary Secondary Education
Inclusive Schools
Predictor Variables
Resistance to Change
Teacher Attitudes
Teacher Characteristics
Teacher Effectiveness
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Summary:The inclusion of students with special needs in regular education classrooms has become a major focus of current educational reform, and regular education teacher's acceptance is a critical component in how this type of service delivery will play out. The purpose of this study is to reexamine the results of a study by Gersten, Walker and Darch (1988), which indicated that more effective teachers were less willing to include students with special needs in their classrooms. In their study, Gersten, Walker, and Darch (1998) used a process-product, academic-achievement-oriented definition of effective teacbing in their identification of more effective teachers. Using a different method for identifying effective teachers, the present study found results that were in direct contrast to the results of the Gersten et. al study. Implications for inclusive practices are discussed.
ISSN:0888-4064
1944-4931
DOI:10.1177/088840640002300303