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Abstract

This mixed method study found that teachers’ attitudes toward inclusion practices in the middle Georgia area in the past six years have become more inclusive. The study also showed that teachers’ attitudes about inclusion varied from elementary, middle and high schools; and those teachers’ attitudes do affect the implementation of inclusion. The participants were preservice teachers in elementary, middle, high school and special education classrooms. They completed a questionnaire to evaluate their field placements by rating their experiences and noting their observations of inclusive education in local schools where they were required to volunteer 20 hours weekly for about six weeks. The responses over the years show that attitudes toward inclusion have become more favorable among teachers and that understanding of the meaning of inclusion improved in the preservice teachers. The percent responding positively about inclusion varied from 84% to 87% over the years. The results also show the differences between host teachers’ attitudes toward inclusion--elementary teachers’ attitudes were more positive than teachers of older students.