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...professional development, university course work and experience of the teachers. Eighty –one respondents were included in the study from twelve primary and four secondary schools ranging from urban, suburban, and rural areas. The authors found that teachers who had been implementing inclusive programs for multiple years held significantly higher attitudes when compared to their counterparts (Avramidis, Bayliss, & Burden, 2000). Likewise, higher levels of professional development affected attitudes in a positive direction. This training also boosted teacher confidence levels in meetings IEP requirements. Within the training sub-section, the authors found that external training had surveyed indicated a need for support, training and material resources as areas of need for including students with special needs into their classrooms (Avramidis, Bayliss, & Burden, 2000).
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