Essay on Teacher Attitudes Towards Inclusion

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In summary, research indicates positive shift in attitudes toward inclusion and can be fostered by teacher education in a variety of aspects pertaining to inclusion including increased administrative support, co-teaching, support from special education teachers and paraprofessionals, adequate resources to meet the needs of a wide variety of learners, and time for making accommodations, modifications, and planning (DeSimone and Parmar, 2006; Daane et al., 2008; Elliot, 2008; Gurgur & Uzuner, 2010; Jung, 2007). Novice teachers get much needed training and hands on experience in their coursework and practicum (Algaryouti et al., 2003; Berry, 2008; Brakenreed & Barnett, 2006; Burke & Sutherland, 2004; Jung). Researchers found experienced…show more content…
Many of these studies suggest teacher attitudes toward inclusion are the most important aspect of inclusive teaching (Berry; Brakenreed & Barnett; Burke & Sutherland; Daane, Lusk, & Thompson; Gojkovic; Elliot). Further, research has been done to determine how these attitudes affect the views these inclusive teachers hold of students with disabilities and their willingness to work collaboratively to meet the needs of included students (Algaryouti et al., 2003; DeSimone & Parmar, 2006; Daane et al., 2008; Gojkovic, 2007; Gurgur & Uzuner, 2010; Jensen et al., 2004; Jung, 2007). The findings suggest preservice teachers and novice teachers approach inclusive teaching with a positive mindset but are reluctant to seek auxiliary support, likely due to their lack of secure teaching craft (Brakenreed & Barnett, 2006; Jung, 2007). In contrast to the positive attitudes of novice and preservice teachers, in-service teachers have a more negative view toward inclusion; however, a positive correlation exists between an increase in auxiliary support and more favorable attitudes toward inclusion (Daane et al., 2008; DeSimone & Parmar, 2006; Gurgur & Uzuner, 2010). Research supports the positive change in novice teachers’ attitudes toward inclusion as a direct result of the focus shift in teacher preparation programs (Algaryouti et al., 2003; Berry, 2008; Brakenreed & Barnett, 2006; Gojkovic, 2007; Jung, 2007). Increases in special
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