| Provincial legislation has intensified the need for secondary school teachers to provide an inclusive classroom for all students. Teachers' attitudes are a pivotal factor in this process because attitudes are closely associated with teaching behaviors. The purpose of this quantitative study was to examine general education secondary school teachers' attitudes toward the inclusion of students with severe disabilities. The research questions assessed whether prior training in special education, prior experience working with students with severe disabilities, and length of teaching experience affect general education teachers' attitudes toward the inclusion of students with severe disabilities. The theoretical basis for teachers' attitudes can be found in Ajzen's theory of planned behavior, which suggests that attitudes are influenced by experiences, previously acquired knowledge, and newly acquired knowledge. The survey data were gathered from a sample of general education teachers at a rural secondary school and analyzed using Spearman rho correlational analysis procedures. Results indicated no significant relationships among training, prior experience, teaching history, and teacher attitudes, yet overall findings suggested that teachers have a negative attitude toward the inclusion of students with severe disabilities. Findings may contribute to positive social change by providing an understanding of the attitudes of general education teachers that may yield information to identify strategies to support the inclusion of students with severe disabilities. This study could be utilized by educational administrators and facilitators of teacher education programs to ensure that general education teachers receive information to develop informed and positive attitudes toward the inclusion of students with severe disabilities. |
