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Abstract

The practice of inclusion is increasingly evident in today’s schools and expectations continue to rise with respect to how all students perform on high-stakes standardized testing. Positive attitudes about inclusion and concomitant lower stress levels among teachers would provide the most conducive environment for positive student outcomes. The authors investigated the relationship between teacher grade levels, years of experience, and their attitudes and perceptions toward inclusion. It was hypothesized that teachers of lower grade levels and with fewer years of experience would have more negative attitudes toward inclusion. A previously developed survey instrument was used to gather data from teachers in an elementary school. The authors concluded the study with highlighting the importance of providing pre-service and ongoing training to teachers of lower grade levels and suggestions were made for future study.


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