Survey of Educator Attitude Regarding Inclusive Education Within a Southern Arizona School District

Persistent Link:
http://hdl.handle.net/10150/293610
Title:
Survey of Educator Attitude Regarding Inclusive Education Within a Southern Arizona School District
Author:
Harkins, Bradford J.
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Inclusive Education for students with special educational needs is a global phenomenon, a major event of momentous proportions affecting directly and indirectly a significant percentage of the world's population. In response to international and national mandates requiring its implementation, educators everywhere are engaged in the daily task of providing educational services within inclusive general education classroom settings. It is expected that inclusion in the United States will become more prevalent in American classrooms over the next ten years due to progressively more stringent federal and state mandates. In order for inclusion to result in adequate yearly progress for all student subgroups, it is imperative that it be properly implemented. Research has established that a critical component for proper implementation is an understanding of baseline attitudes in regard to inclusive education held by educators. The purpose of this study is to explore the attitudes of pre-K-12 general and special education teachers, school site administrators, school psychologists, paraprofessionals, physical and occupational therapists, speech and language therapists, certified non-teaching, school office staff and special education office staff in a medium-sized school district in southern Arizona. This study examines attitudes held by educators, their foundations of knowledge, attitudes, perceptions and opinions that shape their attitudes; and potential recommendations for implementation strategies that are predicted to be successful by these educators.
Type:
text; Electronic Dissertation
Keywords:
Educator Survey; General Education; Inclusion; Inclusive Education; Special Educational Needs; Special Education; Disabilities
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Fletcher, Todd

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleSurvey of Educator Attitude Regarding Inclusive Education Within a Southern Arizona School Districten_US
dc.creatorHarkins, Bradford J.en_US
dc.contributor.authorHarkins, Bradford J.en_US
dc.date.issued2013en
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractInclusive Education for students with special educational needs is a global phenomenon, a major event of momentous proportions affecting directly and indirectly a significant percentage of the world's population. In response to international and national mandates requiring its implementation, educators everywhere are engaged in the daily task of providing educational services within inclusive general education classroom settings. It is expected that inclusion in the United States will become more prevalent in American classrooms over the next ten years due to progressively more stringent federal and state mandates. In order for inclusion to result in adequate yearly progress for all student subgroups, it is imperative that it be properly implemented. Research has established that a critical component for proper implementation is an understanding of baseline attitudes in regard to inclusive education held by educators. The purpose of this study is to explore the attitudes of pre-K-12 general and special education teachers, school site administrators, school psychologists, paraprofessionals, physical and occupational therapists, speech and language therapists, certified non-teaching, school office staff and special education office staff in a medium-sized school district in southern Arizona. This study examines attitudes held by educators, their foundations of knowledge, attitudes, perceptions and opinions that shape their attitudes; and potential recommendations for implementation strategies that are predicted to be successful by these educators.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectEducator Surveyen_US
dc.subjectGeneral Educationen_US
dc.subjectInclusionen_US
dc.subjectInclusive Educationen_US
dc.subjectSpecial Educational Needsen_US
dc.subjectSpecial Educationen_US
dc.subjectDisabilitiesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorFletcher, Todden_US
dc.contributor.committeememberCombs, Mary Carolen_US
dc.contributor.committeememberMather, Nancyen_US
dc.contributor.committeememberFletcher, Todden_US
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