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Teacher, Student, and School Attributes as Predictors of Teachers' Responses to Inclusion

Rutgers University

David M. Podell

College of Staten Island, City University of New York

Laurie R. Lehman

Long Island University

General educators (N = 188) were surveyed regarding their responses to including students with disabilities in their classrooms. Two dimensions of responses were identified: hostility/receptivity and anxiety/calmness. Results indicated that teacher attributes and beliefs, student characteristics, and school climate relate to both dimensions. Specifically, receptivity toward inclusion was associated with higher teacher efficacy, inclusion of students with physical rather than cognitive or behavior disorders, use of differentiated teaching practices, and teacher collaboration. Findings further suggest that with experience, teachers become more hostile toward inclusion. Lower anxiety was associated with the inclusion of students with learning or behavior disorders, high teacher efficacy, and small class size. Results demonstrate the complex nature of teachers' thinking about inclusion and suggest that teacher, student, and school factors need to be considered in the analysis of teachers' willingness to support this innovation.

The Journal of Special Education, Vol. 31, No. 4, 480-497 (1998)
DOI: 10.1177/002246699803100405


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