Teacher perceptions of inclusion of students with exceptionalities in general education classrooms: A school district case study

The inclusion of students with exceptionalities in the general education classroom is a manifestation of efforts to address educational reforms mandated by law. "Despite legislation of the Individuals with Disabilities in Education Act of 2004 requiring that all students be provided a free and appropriate public education, research has found that attitudinal barriers do exist to implementing it fully." This research is focused on how teachers in rural Alabama view the challenges and benefits of full inclusion. Results from this mixed-method research provide an understanding of teacher perceptions of inclusion for students with exceptionalities in general education classrooms. Participants in this research were more receptive to inclusion in direct relationship to their level of education. Perceptions of benefits and challenges were influenced by individual roles, education and training. Conclusions and implications provide educators with insight for implementing inclusion strategies in the regular education environment. Recommendations for further research on inclusion are also noted.