Date of Submission
Doctor of Psychology (PsyD)
Robert A. DiTomasso, Ph.D., ABPP
Ray Christner, Psy.D., Chairperson
Yuma I. Tomes, Ph.D.
Wayne Emsley, Ed.D.
It is anticipated that inclusion will become more prevalent in classrooms over the next ten years as a result of increasingly stringent federal and state mandates. In order for inclusion to result in adequate yearly progress for all subgroups, it must be implemented properly. Research has demonstrated that a key component for proper implementation is an understanding of baseline attitudes regarding inclusive education held by teachers. The purpose of this study is to investigate the attitudes of K-12 regular and special education teachers regarding inclusive education, in an urban Pennsylvania school district, the Chester Upland School District. The study examines attitudes held by teachers, their foundations of knowledge, attitudes and experiences that shape their attitudes; and possible implementation strategies that are predicted to be successful as forecasted by reported teacher attitude.
Kern, Evangeline, "Survey of Teacher Attitude Regarding Inclusive Education Within an Urban School District" (2006). PCOM Psychology Dissertations. 70.