The relationship between training and experience and general educators\u27 attitudes toward the inclusion of students with disabilities.

The purpose of this study was to determine if relationships exist between general educators’ attitudes toward the instructional priorities, potential barriers, potential risks, and potential benefits to the inclusion of students with disabilities in the general education environment and (1) number of special education courses taken, (2) number of years teaching experience, (3) number of years teaching experience in inclusive environments, and (4) number of inservice trainings that dealt specifically with the inclusion of students with disabilities. General educators (n=107) from southwestern Pennsylvania completed an online survey, adapted from Carter and Hughes (2006), that measured their instructional priorities for students with disabilities, perceived barriers associated with the inclusion of students with disabilities, perceived risks to the inclusion of students with disabilities, and perceived benefits to the inclusion of students with disabilities. This study utilized three different methods to analyze the data set. First, Analyses of Variance were conducted with the independent variables of (1) no special education courses taken, (2) one special education course taken, (3) more than one special education course taken, and (4) certified in special education, and the dependent variables of (1) instructional priorities score, (2) barriers to inclusion score, (3) risks to inclusion score, and (4) benefits to inclusion score. Second, multiple regression analyses were conducted with the independent variables of (1) special education courses taken, (2) years of teaching experience, (3) years of teaching experience in inclusive environments, and (4) number of inservice trainings that dealt specifically with the inclusion of students with disabilities, and the dependent variables of (1) instructional priorities score, (2) barriers to inclusion score, (3) risks to inclusion score, and (4) benefits to inclusion score. When significant regression values were found, Pearson Product-Moment analyses were conducted to determine if relationships existed between the independent variables of (1) special education courses taken, (2) years of teaching experience, (3) years of teaching experience in inclusive environments, and (4) number of inservice trainings that dealt specifically with the inclusion of students with disabilities, and the dependent variables of barriers to inclusion score and benefits to inclusion score. The analyses showed a significant difference in instructional priorities score between group three (more than one special education course taken) mean = 41.20 and group 4 (certified in special education) mean = 44.50. Although a significant difference was found, calculation of eta squared indicated that the difference was not practically significant. No relationships were found between the risks to inclusion score and the (a) number of special education courses taken, (b) years of teaching experience, (c) years of teaching experience in inclusive environments, and (d) number of inservice trainings that dealt specifically with the inclusion of students with disabilities. However, other analyses showed positive correlations between the barriers to inclusion score and number of year teaching experience in inclusive environments and number of inservice trainings. Lastly, the analyses showed positive correlations between benefits to inclusion score and number of special education courses taken. Although statistically some significant differences were found in the data analyses, effect sizes were low and the results lacked practical significance. This means that the study found few or no relationships between number of special education courses taken, (2) number of years teaching experience, (3) number of years teaching experience in inclusive environments, and (4) number of inservice trainings that dealt specifically with the inclusion of students with disabilities, and general educators’ attitudes toward the instructional priorities, potential barriers, potential risks, and potential benefits to the inclusion of students with disabilities in the general education environment