Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership
Table 2
Integrated classroom management (ICM) ().
Attitude statements
M
SD
% positive attitude
1
Students with disabilities can best be served in the general education classroom.
4.29
0.12
71.5
4
Teaching students with disabilities is better done by special education teachers than by general education teachers. (R)
2.71
0.13
45.16
6
General education teachers have the ability that is necessary to work with students with disabilities. (R)
3.60
0.15
60.00
9
It is likely that a student with a disability will exhibit behavior problems in a general classroom. (R)
3.60
0.15
60.00
12
The behavior of students with disabilities will set a bad example for students without disabilities. (R)
4.80
0.19
80.00
15
Students with disabilities are likely to create confusion in the general classroom.
3.01
1.47
50.16
16
The classroom behavior of the student with a disability generally does not require more patience from the teacher than does the classroom behavior of a student without a disability.
3.89
1.42
64.83
18
Integration offers mixed group interaction that will foster understanding and acceptance of differences among students. (R)
4.15
1.46
69.16
22
The integration of students with disabilities can be beneficial for students without disabilities.
2.52
1.35
42.00
25
Isolation in a special classroom has a beneficial effect on the social and emotional development of the student with a disability.
