A Comparative Study Of Classroom Teachers ' Perceptions Towards Inclusion

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Research Article Selected:
A comparative study of classroom teachers’ perceptions towards inclusion. by K.H. Pritchard (2014).

Summary of Article:
Literature review
The basis of this article is to evaluate the characteristics that impact teacher’s perceptions of inclusion in the classroom. There is a general consensus that the single most important predictor of successful inclusion is the attitude of the general education teacher (Golmic & Hansen, 2012). The study surveyed both elementary and secondary teachers to determine if there was a difference in perception when it came to teaching students with special needs in their general education classroom. The study looked at several different factors including but not limited to teacher
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The numerical data was then analyzed electronically using the SPSS database. Participants for this study were randomly chosen regular education teachers ranging from kindergarten through twelfth grade. Randomized participants received an electronic message with a link to complete a survey. The survey questions asked participants to agree/disagree/remain neutral on statements such as “students with disabilities cant be trusted with responsibilities in the classroom” or “students with disabilities should be educated in regular classrooms with nondisabled peers”. Participants answered the survey questions and turned it back into an generator called Survey Monkey which condensed the information of the survey as well as provided demographic information. That information was then put onto a spreadsheet so the researcher could adequately analyze the data. The researcher analyzed factors mentioned above such as gender, years of experience, and number of training hours concerning inclusion. This data was also compared to results from a study conducted 30 years earlier by Tallent (1986).

Results: The main research question that Pritchard tried to answer was “What are the key identifiable characteristics that impact teachers perceptions towards inclusion?” Of the participants used, 44% were elementary (K-5) teachers and 56% were secondary teachers (6-12). Seventy-seven percent were female and 23% were male. There were
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