The purpose of this study was to determine if there was a difference in middle school general education teachers' perception of the inclusion of students with disabilities in general education classes. A survey was sent to general education teachers at 14 middle schools in the Northeast Georgia Pioneer Regional Education Services Agency (RESA). The answers to the survey were compiled and analyzed for the differences in teacher perceptions of inclusion. The two groups were comprised of general education teachers who have taught in inclusive middle school settings and general education teachers who have taught only in traditional middle school settings. The general question addressed in this study was: Are there statistically significant differences in the perceptions of general education teachers that teach in inclusive middle school settings and general education teachers that teach only in traditional middle school settings towards the inclusion of students with disabilities? The researcher used a t-test to determine the statistical significance between the two groups.

General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom Sharon Ruth Stidham-Smith, Ph.D. The University of Texas at Austin, 2013 Supervisor: James L. Schaller This exploratory descriptive study was conducted to examine the perceptions of general public school teachers regarding inclusion of students with disabilities in their classroom. Instruments used to measure the concepts studied include an Inclusion Inventory followed by additional open-ended questions. A sample of general education public school teachers, who have had a child with a disability in their classroom, was recruited from a Texas regional school district. The research questions asked about the teachers' educational teams, their grade level assignment, and the number of years taught; followed by open ended questions that included the participants' definition of inclusion, their experiences and challenges, training in inclusion, and the concept of the general education teacher having sole responsibility for all the students in the class. Inclusion teams were found to be an important aspect of this study. The participants reported the success (or lack of success) of their inclusive classroom often depended on their inclusion team. In particular, special education coordination with vii administration support in finding solutions for unacceptable classroom behavior, time management, and class size. Many respondents felt further preservice and inservice training on how this support can be accomplished that includes administration as well as general and special education teachers was one avenue that could help realize an inclusive classroom that was beneficial to all. What exactly would be emphasized in this inclusion training was not stated. The inclusive practices and strategies discussed in this study require further research in order to determine what could be called a 'best practice' in the inclusive classroom.

The Individuals with Disability Education Act (IDEA) states that students with special needs should be educated to the maximum extent possible in the general education setting. Full inclusion practices allow students with special needs to be educated in the general education setting while receiving services for their unique needs. This study aimed to determine if general education teachers held negative perceptions toward full-inclusion practices and students with special needs. Furthermore, the study aimed to discover if there was a correlation between general education teachers' negative perceptions and the implementation of full inclusion practices. Through a Likert scale survey, current K-12 general education teachers across the United States rated 10 perception statements regarding their feelings towards full inclusion and students with special needs. The data indicated that the overall average score for respondents was in the neutral to slightly positive range. For perception statements regarding special needs students specifically, the average overall score fell more in the positive range; however, the average overall scores were negative when viewing perception statements regarding full inclusion practices. General education teachers who teach full inclusion were found to have the most positive perceptions toward full inclusion practices and students with special needs. General education teachers with full inclusion practices on their campuses had the next highest rate of positive perceptions. In contrast, general education teachers who did not work on inclusion campuses or in inclusive classrooms held the most negative perceptions. The data implies that the more exposure teachers have to full inclusion practices and students with special needs, the more positive their perceptions. It can also be assumed that full inclusion practices cannot be successfully implemented while general education teachers hold negative perceptions towards full inclusion and students with special needs.

Teacher perceptions of inclusive education can have a significant impact on the educational opportunities for students with disabilities. Teacher perceptions will ultimately affect the manner in which teachers teach students with disabilities in their classrooms, namely, the way in which teachers offer the appropriate instruction for this population. This phenomenological study focused on general education teacher perceptions’ of inclusive education in Trinidad and Tobago. Research on inclusive education in Trinidad and Tobago suggested that this country has many challenges in creating a successful inclusive environment for students with disabilities but there has been limited insight into the experiences of teachers in these settings. Through in-depth interviews with ten general education teachers from pre-kindergarten and elementary school in Trinidad and Tobago, more detailed understanding was offered on their perceptions of inclusive education and their beliefs of the challenges that are impacting the current model of inclusive education. Data were transcribed, coded, analyzed, and member checked. Key findings from the data revealed that teachers in this study held positive perceptions of inclusive education but believed that improvement was needed in terms of training, and structure. Further, findings revealed that participants believed that societal constraints, infrastructure, governmental input, parent involvement, and teacher training, parent education and education for everyone on disability significantly impacted successful implementation of inclusive education in Trinidad and Tobago. Implications for policy and future research on inclusive education in Trinidad and Tobago are discussed

The purpose of this qualitative study was to investigate elementary general education teachers' perceptions of inclusive practices in two suburban school districts in Southeastern Pennsylvania. The researcher analyzed responses from 36 elementary general education teachers in two suburban school districts. The participants completed a researcher designed survey constructed of both Likert-style statements and open ended responses. Individual interviews with five participants provided insight into interviewees' perspectives on inclusive practices. Findings affirmed that general education teachers perceived themselves as responsible for the instruction of special education students when included in classrooms, as well as implementing accommodations and modifications of instructional content and the SDI in each student's IEP.Data demonstrated that special education teachers are responsible for the IEP development, however, there was data to suggest that general education teachers want more involvement in developing the IEP. Fidings identified that participants perceived a need for professional development, shared planning time, collaborative partnerships, additional staffing, and administrative support in order to successfully implement inclusion. Data supported that teachers are confident when instructing students with needs related to a specific learning disability, an intellectual disability, or high functioning autism. However, teachers did not perceive themselves as confident when instructing students with special education needs related to attention, focus, or behavior issues. The findings could potentially aid school administrators in identifying professional development initiatives and additional support structures to further enhance collaborative partnerships to best scaffold teams when including special education students in the general education classroom.

Due to the increasing prevalence rates of individuals diagnosed with autism spectrum disorder (Centers for Disease Control and Prevention, 2014) and increasing inclusion rates reported by the state of Ohio (Ohio Department of Education, 2012), general education teachers are increasingly called on to provide support in the classroom for these students. Thus, it is important to understand teachers0́9 perceptions of these experiences. Previous research indicates that teachers hold favorable perceptions regarding the inclusion of students with autism in the classroom (Robertson, Chamberlain, & Kasari, 2003); however, few studies have examined the relationship between these perceptions and teachers0́9 previous training and education on autism or their experiences educating students with Autism Spectrum Disorder (ASD) in an inclusive classroom. Through a web-based survey, 108 general education teachers from Ohio reported on their backgrounds, and responded to statements about their perception of educating students with an ASD in an inclusive classroom. Results indicated general education teachers had somewhat favorable perceptions in educating students with an ASD in an inclusive classroom. There was no significant relationship between a teacher0́9s perceptions and the teacher0́9s training or education on autism, or previous experiences educating students with an ASD in an inclusive classroom. However, general education teachers reported their pre-service training on autism as insufficient; they also reported rarely taking part in employment-based trainings regarding autism. General education teachers reported a desire to gain better understanding of characteristics of ASD, evidence-based behavioral interventions, and teaching strategies for students with ASD. Schools should aim to address these concerns, and school psychologists are in an effective position to carry out such trainings.