Theory and Implementation of Inclusion: Barriers and Resources

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Author(s): Christine M. Gleason (University of Houston, USA)and Kristi L. Santi (University of Houston, USA)
Copyright: 2019
Pages: 24
Source title: Cultivating Inclusive Practices in Contemporary K-12 Education
Source Author(s)/Editor(s): Johnny R. O'Connor Jr. (Lamar University, USA)
DOI: 10.4018/978-1-5225-5727-2.ch002

Keywords: Classroom Management / Education / Information Science Reference / K-12 Education

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Abstract

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

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Theory and Implementation of Inclusion: Barriers and Resources

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