Rural Special Education Quarterly · 1997 · 21 citations · 8 references
EducationEducational AdministrationSpecial EducationDisabilityInclusive EducationSpecial Education AdministrationDisability InclusionEducation For Children With DisabilitiesInclusive PedagogyInclusive PracticeInclusive TeachingSpecial Education InclusionInclusion AttitudesInclusive Education SystemsPartial InclusionRural InclusionService Delivery ProcessesService InclusionTeacher Attitudes Toward InclusionTeacher Preparation For Inclusion
Full inclusion as a service delivery model for all students with disabilities has generated significant recent controversy. In this study, questionnaires were sent to a sample of special educators, general educators, and administrators in rural, mid-western K-12 school districts. The subjects were asked to respond to four statements relating to inclusion. The analyses of variances of the group responses indicated a very cautious attitude toward full inclusion among all of the subjects in this study. The implications of the findings for K-12 professionals are discussed.
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