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Teachers' Experiences with Inclusive Classrooms: Implications for Special Education Reform

University of Delaware

George G. Bear

University of Delaware

Sandra A. Deemer

University of Delaware

Shaunna M. Griffin

University of Delaware

Teachers completed a survey of attitudes toward several basic assumptions regarding inclusion of children with mild disabilities; perceptions of self-efficacy, competence, and teaching satisfaction; and judgments of the appropriateness of classroom adaptations. Respondents included 185 regular education teachers in traditional classrooms, and 71 regular education and 64 special education teachers who co-taught children in inclusive classrooms. Special education teachers held the most positive views of inclusion, as well as the highest perceptions of self-efficacy, competency, and satisfaction. Regular education teachers in the inclusive classrooms tended to report views similar to those of their special education counterparts. Regular classroom teachers in traditional classrooms held the least positive perceptions in these areas and viewed classroom adaptations as less feasible and less frequently used than did teachers in those classrooms in which the "protected resource" of two teachers was provided. Teachers in all three groups indicated a need for additional resources in order to appropriately serve children with disabilities.

The Journal of Special Education, Vol. 30, No. 2, 152-186 (1996)
DOI: 10.1177/002246699603000203


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