lacked proper training opportunities that are vital for successful implementation. Knoblauch and Hoy’s (2008) study found that most teachers did not feel properly prepared to implement inclusion, and that may be a factor in why rural teachers often fail to refer students for special education. Hammond and Ingalls (2003) noted that rural educators might face additional challenges in comprehension to their urban counterparts. Rural schools have a high number of teachers on emergency certification to serve children with disabilities, therefore these educators find implementing an inclusionary program quite difficult. Additionally, rural school districts in certain parts of the U.S. serve more students living at the poverty level than non-rural school districts and may face increased problems with crime, drug abuse and teacher retention (Hammond & Ingalls, 2003).
Hypothesis
The hypothesis for this study is that teacher characteristics and attitude toward inclusion can directly influence the success of a student with disabilities included in the general education curriculum. Investigation into teacher attitude toward disabilities and identification of personal factors can assist school districts especially in rural districts, in developing and implementing appropriate professional development programs in order to assist teachers in developing positive attitudes toward inclusive practices.
Method
A qualitative and quantitative research methodology will be utilized in this study to assess how teachers in rural school districts view inclusion practices. Data will be collected using a 28-question survey distributed via email.
Participants
The population for this st...
... middle of paper ...
...ss-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students.
Journal of Research in Special Educational Needs, 9(3), 188-198.
Russo, C., & Osborn, A. (2008). Section 504 and the ADA. (p. 9). Corwin Press.
Salend, S. (2001). Creating your own professional portfolio. Intervention in School and
Clinic, 36(4), 195-201.
Yell, M. L., Rogers, D., & Elisabeth, L. R. (1998). The legal history of special education: What a long, strange trip it's been! Remedial and Special Education, 19(4), 219.
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2010).
Thirty-five Years of Progress in Educating Children with Disabilities through IDEA, Washington, D.C.
Walker,T. (2012). Attitudes and Inclusion: An Examination of Teachers' Attitudes Toward
Including Students with Disabilities. Dissertations. Paper 401.
The “wait-to-fail” approach, give students no special interventions until after a substantial period of academic failure, is not a viable option for students. The Response to Intervention Model helps teachers anticipate potential learning problems for early interventions (Musti- Rao & Cartledge, 2007, p. 3). There is a plethora of research on these topics as school districts and teachers consider the well-being including educational success of their students. The researcher, reviewed current