Date
5-2020
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Rollen Fowler
Keywords
Inclusive Education, Special Education, Teacher Perspectives, Theory of Planned Behavior
Disciplines
Education | Special Education and Teaching
Recommended Citation
Callicutt, Bryanan Stefanie Salita, "A Comparison of Perspectives of Special and Regular Education Teachers on Inclusive Education" (2020). Doctoral Dissertations and Projects. 2472.
https://digitalcommons.liberty.edu/doctoral/2472
Abstract
Many teachers feel unprepared to meet the educational needs of students with disabilities in the general education classroom setting. Presently, limited information exists about the separate viewpoints general and special education teachers hold about providing inclusive education. The purpose of this causal-comparative study is to compare the perspectives of inclusive education held by general and special education teachers located in the state of North Carolina. The perspective about inclusive education will be measured using the Multidimensional Attitudes toward Inclusive Education Scales (MATIES). The framework guiding this study is the Ajzen theory of planned behavior which explains that one’s beliefs, attitude toward behavior, subjective norms, and perceived control, together shape an individual’s behavioral intentions and behaviors. Therefore, to understand teacher behavior in relation to teaching in an inclusive classroom, this study looked to understand their attitude about inclusive education, their belief of social norms, and the control they have over their own behavior through the use of the MATIES. The instruments were administered through the use of SurveyMonkey online survey platform. A MANOVA was used to analyze the data.
