The use of professional development in establishing an inclusion program in Indiana public schools

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dc.contributor.advisor McKinney, Joseph R. en_US
dc.contributor.author Speicher, Doris E. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:31:22Z
dc.date.available 2011-06-03T19:31:22Z
dc.date.created 1995 en_US
dc.date.issued 1995
dc.identifier LD2489.Z64 1995 .S64 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181004
dc.description.abstract This study investigated the relationship of the elements of professional development and the attitudes of teachers and principals toward inclusion. Participants in the study were the teachers and principals in Indiana schools designated as "Inclusion Schools" by the Indiana State Legislature in the summer of 1992. Thirty-one schools of the 50 designated schools were approved for data collection. Three hundred ninety teachers and 31 principals responded to the survey instrument.The dependent variables were the attitudes of the participants toward the inclusion process and the concept of inclusion. The independent variables were six characteristics of professional development: design, presenters, location, attendance requirement, when professional development occurred, and how much professional development was received. Additional independent variables were demographic information such as: age, experience, level of education, and if special education classes had been taken at the university.The conclusions of this study for teachers found positive relationships with the dependent variables for inclusion professional development characteristics: design by building based decision making, presentations by special education administrators and staff, the location in the home school, voluntary attendance, and the more professional development the more positive the teachers' attitudes. A negative relationship was found when professional development occurred before inclusion began. The age and experience of the teachers had a negative relationship to positive attitudes toward inclusion.The only positive relationship between the principals' attitudes toward inclusion and professional development found that attitudes were more positive when more professional development was attended. They were positive when the professional development took place before inclusion began. Other findings reflected negative relationships with inclusion professional development characteristics for: location, design, presenters, and attendance requirement. The more inclusion aide support the principals had, the more positive were their attitudes toward inclusion.The teacher findings in this study were supported by literature and prior research findings by the NASBE Study (1992), Miller & Lieberman (1988), Brehm's Reactance Theory (1983-84), and Pearman et. al. (1992).The principal findings were not conclusive and further study should be made to find how inclusion professional development can develop positive principals' attitudes toward inclusion. en_US
dc.description.sponsorship Department of Educational Administration and Supervision
dc.format.extent v, 270 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Mainstreaming in education. en_US
dc.subject.lcsh Mainstreaming in education -- Indiana -- Public opinion. en_US
dc.subject.lcsh Teachers -- Indiana -- Attitudes. en_US
dc.subject.lcsh Teachers -- In-service training -- Indiana. en_US
dc.title The use of professional development in establishing an inclusion program in Indiana public schools en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/955091 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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