Inclusive Education in the United States

Abstract

School reform issues addressing inclusive education were investigated in this nationwide (United States) study. A total of 714 randomly selected middle school principals and teachers responded to concerns about inclusion, "degree of change needed in" and "importance of" collaborative strategies of teaching, perceived barriers to inclusion, and supportive activities and concepts for inclusive education. There was disagreement among teachers and principals regarding some aspects of inclusive education and collaborative strategies. For example, principals and special education teachers were more positive about inclusive education than regular education teachers. Collaboration as an instructional strategy for "included" students was viewed as a high priority item. Responders who had taken two or more courses in school law rated the identified barriers to inclusive education higher than those with less formal training in the subject.

Students’ Specific Needs Frequently Presented in English Language Class in Ecuador: Attention Deficit Hyperactivity Disorder and Hearing Disability

“…Ecuador took part in such global educational policy to consider social inclusion as part of national policies. According to Tanner et al (1996), principals reported being highly involved in the planning process for students with disabilities in regular classrooms.…”

How Teachers View Inclusion of Special Education Students: A Case From South Texas

“…Among those concerns are adapting to the curriculum and instructional practices and effectively synchronizing content for the special and general education classrooms (Ntshangase et al, 2008). Another area of concern identified as a barrier to full inclusion focuses on the high stake testing outcomes for students without disabilities in classes with students with disabilities (Tanner et al, 1996).…”

“…One such area drawing serious concerns stems from the attitudes of educators (Fisher & Meyer, 2002; Kliewer & Biklen, 2001). For example, in a study conducted by Tanner et al (1996), the authors found disagreement between teachers and principals regarding inclusive education and collaborative strategies. The findings showed that principals and special education teachers had more positive attitudes regarding inclusion than teachers who taught in general classrooms.…”