Education Commons^™

Changes In Preservice Teachers' Observations Of Middle Georgia Schools And Teacher Practice In The Inclusion Of Students With Disabilities From 1998 To 2006, Karen K. Brooks Ph.D.

Electronic Journal for Inclusive Education

This mixed method study found that teachers’ attitudes toward inclusion practices in the middle Georgia area in the past six years have become more inclusive. The study also showed that teachers’ attitudes about inclusion varied from elementary, middle and high schools; and those teachers’ attitudes do affect the implementation of inclusion. The participants were preservice teachers in elementary, middle, high school and special education classrooms. They completed a questionnaire to evaluate their field placements by rating their experiences and noting their observations of inclusive education in local schools where they were required to volunteer 20 hours weekly for about six …