Examining teachers' attitudes toward the inclusion of students using alternate standards in regular standards core academic classes

Daniels Stewman, Wendy

Daniels Stewman, W. (2021). Examining teachers' attitudes toward the inclusion of students using alternate standards in regular standards core academic classes.

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Title	Examining teachers' attitudes toward the inclusion of students using alternate standards in regular standards core academic classes
Abstract	Creating a fully inclusive educational environment continues to be a topic for educational reform. Children with disabilities have the right to access their education in the Least Restrictive Environment. In the United States, this right is protected by the Individuals with Disabilities Education Act (2004). Approximately 13.3% of the total number of students with disabilities in the United States are educated in a separate setting. In comparison, 49.2% of all students with a disability in the United States identified as having a cognitive impairment continue to be educated in a separate class setting (U.S. Department of Education, 2019). This study will use mixed methods (quantitative and qualitative data) analysis to examine the attitude of middle school teachers toward the inclusion of students with a cognitive impairment who access their curriculum using alternate standards in the regular education class setting, available training, and needed resources. This study identified factors which influence teacher attitudes toward the inclusion of students using alternate standards, available training, and teacher perceptions for needed resources for an effective inclusion program at the middle school level. The information from the study will be used to provide recommendations to school leaders related to improving supports, training, and services for teachers with the goal of increasing the participation of students using alternate standards in the regular education setting.
Date	2021

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Title: Examining teachers' attitudes toward the inclusion of students using alternate standards in regular standards core academic classes
Author: Stewman, Wendy Daniels
Abstract: Creating a fully inclusive educational environment continues to be a topic for educational reform. Children with disabilities have the right to access their education in the Least Restrictive Environment. In the United States, this right is protected by the Individuals with Disabilities Education Act (2004). Approximately 13.3% of the total number of students with disabilities in the United States are educated in a separate setting. In comparison, 49.2% of all students with a disability in the United States identified as having a cognitive impairment continue to be educated in a separate class setting (U.S. Department of Education, 2019). This study will use mixed methods (quantitative and qualitative data) analysis to examine the attitude of middle school teachers toward the inclusion of students with a cognitive impairment who access their curriculum using alternate standards in the regular education class setting, available training, and needed resources. This study identified factors which influence teacher attitudes toward the inclusion of students using alternate standards, available training, and teacher perceptions for needed resources for an effective inclusion program at the middle school level. The information from the study will be used to provide recommendations to school leaders related to improving supports, training, and services for teachers with the goal of increasing the participation of students using alternate standards in the regular education setting.
Advisor: Rineer-Hershey, Ashlea
Committee Members: Isherwood, Robert
Mild, Toni
Date Issued: 2021
Degree Granting Institution: Slippery Rock University of Pennsylvania
College of Education
Special Education
Degree Name: Degree of Doctor of Education (Ed. D.)
Degree Level: Doctorate Degree
Degree Discipline: Special Education
Genre: Dissertation/Thesis
Topics: Inclusive education -- United States
Children with disabilities -- Education (Middle school)
Middle school teachers -- United States -- Attitudes
Copyright Statement: The copyright to this item is owned by the author and falls under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License. (https://creativecommons.org/licenses/by-nc-nd/4.0/)