Effects of professional development training on teachers' attitudes toward inclusion

The passage of legislation such as The Individuals with Disabilities Education Act of 1997 and the more recent No Child Left Behind Act mandated that special needs students be placed into the general education population whenever possible. This process of placement is known as inclusion. Many general education classroom teachers are being asked to assume the role of special education teachers without the benefit of training in special education practices, requirements, or laws. Consequently, many teachers feel unprepared to meet the needs of students. Research indicates that, with the proper training and encouragement, teachers are more confident and display a more positive attitude toward the inclusion process. As a result, both students and teachers benefit.