Teacher attitudes toward inclusion of special needs students in career-technical education programs in rural Mississippi
Jeanette Alexander Roberts, Mississippi State University, United States
Mississippi State University . Awarded
This research employed a quantitative method to analyze survey data that was utilized to identify the attitudes Career-Technical Educators have toward including special needs students into their classroom. Forty-three Career-Technical Education teachers from north and south Mississippi Delta public schools participated in the study.
This study was conducted to determine if rural Mississippi secondary Career-Technical Education teachers' attitudes differ toward inclusion of special needs students into their classroom. The researcher also wished to determine if differences in attitudes existed based on demographic characteristics. These characteristics included years of teaching experience, age, ethnicity, educational level, and level of expertise in special education.
Frequencies were reported and Pearson product-moment correlations were used to compare the relationship in years of teaching experience and the 36 items that measured inclusion. An ANOVA was used to analyze the differences in attitudes toward inclusion based on selected demographic variables.
Results indicated that secondary career-technical education teachers in the north and south Mississippi Delta region agreed with the majority of the basic assumptions of inclusion. The Pearson product moment correlations revealed that years of teaching experience had a significant impact on teachers' attitudes held toward inclusion. The ANOVA indicated that there was no significant difference in teachers attitude toward inclusion (at the .05 level of confidence) based on selected demographic variables (age, ethnicity, educational level, level of expertise in special education, and area of career-technical education specialization).
Roberts, J.A. Teacher attitudes toward inclusion of special needs students in career-technical education programs in rural Mississippi. Ph.D. thesis, Mississippi State University.
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