The relationship between teachers' training in behavioral interventions and experiences and attitude about inclusion

Abstract

The purpose of this study was to evaluate whether teachers' amount of training or years of experience influence their attitude towards inclusion. Bergren (1997) found that both regular and special education teachers agree that mainstreaming will positively benefit both special and regular education students. Van Reusen, Shoho, and Barker (2001) concluded from the results of their research that positive attitudes regarding inclusion appeared to be more highly related to levels of special education training, and knowledge of and experience with the special education population. A total of 148 teachers, out of 258, participated in the current study. Two hypotheses were proposed: that those teachers who have more experience have more positive feelings toward inclusion, and the more training teachers have in recognizing and managing problem behavior the more positive their feelings towards inclusion will be. Results of multiple regression analyses, and partial and raw correlations were not significant, indicating that neither increased years of teaching experience nor increased amounts of training in behavioral issues resulted in more positive thoughts of inclusion. Similarly teacher gender, certification, grade level taught, and level of degree did not influence attitudes towards inclusion. Limitations and suggestions for further research are proposed.

Date of Award	2007
Original language	American English
Awarding Institution	Eastern Illinois University