Teacher and Administrator Perceptions of Heterogeneous Education

Abstract

Perceptions of 680 licensed general and special education teachers and administrators related to the full inclusion of all students, including students with moderate and severe disabilities, were assessed using the Heterogeneous Education Teacher Survey and the Regular Education Initiative Teacher Survey-Revised. Respondents were from 32 school sites judged as providing heterogeneous educational opportunities for all children. Results favored the education of children with disabilities in general education through collaborative relationships among all educators—contradicting previous results suggesting that educators prefer pullout programs. For both general and special educators, administrative support and collaboration were powerful predictors of positive attitudes toward full inclusion.

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