Date of Submission
2019
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Robert A DiTomasso, PhD, ABPP
First Advisor
Katy Tresco, PhD
Second Advisor
Virginia Salzer, PhD
Third Advisor
Eniola Ajayi, PhD
Abstract
The inclusion model is being implemented on a national scale in response to the United States Department of Education’s mandate that all pupils with special needs be integrated into the general education classroom. For the inclusion model to yield adequate yearly progress for all pupils, it must be appropriately applied. Research has indicated that an important factor in adequate implementation is an understanding of teachers’ initial attitudes concerning inclusion. The propose of this study is to survey the receptiveness of kindergarten through high school special and general education teachers in an urban New Jersey school district concerning inclusion. More specifically, the study will examine: (a) teachers’ receptiveness; (b) the foundation of teachers’ attitudes, knowledge, and experiences that shape their views; and (c) the identification of future training, strategies and interventions
Recommended Citation
Hobbs-Ginsberg, Tammy, "A Survey of Teacher Receptiveness Regarding Inclusive Education Within a New Jersey Urban School District" (2019). PCOM Psychology Dissertations. 502.
https://digitalcommons.pcom.edu/psychology_dissertations/502