An investigation of the attitudes of students and teachers as a result of the inclusion of physically impaired students

Includes bibliographical references (pages [49]-52)This is a case study investigating the attitudes of teachers and regular education students towards physically impaired students in an inclusionary public elementary school. This study also investigated the attitudes of physically impaired students toward their current educational placement. In addition, this paper investigated inclusionary educational practices. Teacher observations and discussions were used to investigate teacher attitudes. The Attitudes Toward Handicapped Peers Survey was used to assess student attitudes, and follow-up interviews were utilized to gain further understanding of how regular education students feel about inclusion at the third- and sixth-grade level. Two physically impaired students were interviewed to investigate their attitudes toward inclusionary educational practices. At the end of the school year, the teachers and regular education students demonstrated positive attitudes toward physically impaired students and the inclusion experience. It was also determined that the physically impaired students felt positively about the inclusion experience. Recommendations to improve the inclusion program are provided. These are based on observations and interviews with the teachers, regular education students, and physically impaired students. Such recommendations include improving delivery of therapy services and improving teacher preparation for the inclusion of physically impaired students.M.S. Ed. (Master of Education