論文寫作與發表(一) 班 級 :應碩日一A 學 號 : 9822610 姓 名 : Weng Chiu-yen 指導教授 : Kate

Teachers’ Attitude Toward Inclusion: Factors Influencing Classroom Practice

Abstract This study examined preservice and inservice teachers’ attitude toward inclusive practices as reflected in the teacher’s behaviors. This qualitative study utilized open-end initial interview, observations with follow-up interviews, and observer field notes that were analyzed using content analysis with emergent themes from the different data sources .

Introduction One benefit for children with disabilities is increased social skills and acceptance by typically developing peers. (Odom & Diamond,1998) When early childhood programs provided a training and knowledge about children with disabilities and hands-on activities for working with students who have disabilities. Inservice teachers reflect more positive attitudes toward inclusion (Dinnebeil, Mclnerney, Fox & Juchartz-Pendry, 1998)

Triandis (1971) states that attitude are thoughts or ideas that reflect feelings and influence behaviors related to a particular object, and are composed of three major components: cognitive, affective, and behavioral. The cognitive component pertains to knowledge and thoughts about the causes of the behavior of children with disabilities in an inclusive setting.

The affective component is based on the cognitive understanding of a disability, which can motivate people to get involved in working with a child who has a disability. produce feelings that could cause them to exclude the child with a disability from typical activities. The behavioral component deals with a tendency to behave or respond in a particular way when in contact with children who have disabilities.

All three of these components are interactive and influence the manner in which a person perceives the world (Stoneman, 1993) Stafford and Green (1996), the attitude of the personnel involved in planning and implementing an inclusive program is vital to its success.

Consequently, it is important to examine those factors in inservice and preservice programs that facilitate a teacher’s development of positive attitudes toward inclusion.

Method Participants Two preservice teachers (Tina and Nell) enrolled in a Birth-Kindergarten (B-K) licensure program at a state university in the southeastern United States and completing their student teaching semester. Two inservice teachers (Zoe and Mary) currently employed teachers who previously received their B-K license through the same state university.

Data Sources and Collection Procedures Initial Interview Observations Field Notes Follow-up interview

Initial Interview Open-ended interviews insight into inservice and preservice teacher’s attitudes toward inclusion. These included the following: A. Tell me about working with the children in your classroom. B. Tell me your attitude toward working with children with disabilities.

C. Tell me what influences your attitude toward working with children with disabilities. D. Tell me about your education and experiences with inclusive classrooms. The interview ranged in length from 1 to ½ hours at the participant’s work place or student teaching placement.

Observations The series of observations were detailed in descriptive objective written notes and were meant to capture the teacher in her natural environment Minimally each teacher was observed during a group time, free play, outside time, and meals or snacks.

Field Notes After each observation the researcher recorded field notes to identify and capture the thoughts and feelings she had about the observations and situations that occurred (Kleinman & Coop,1993)

Follow-up interview The following questions were asked of the teacher: 1.Were your interactions with the children typical? (In what ways?) 2.Was the children’s involvement in the activities and interactions with each other typical of their behaviors? (In what’s way?) 3.Was this a typical day (or time) in the classroom?

Results The following themes were identified: (A) Children with and without disabilities were involved in the classroom activities. (B) Teachers’ attitudes appear to be influenced by experiences in inclusive classrooms. (C) Teacher’s addressed children’s individual needs in the classroom activities.

(D) Teachers facilitated family involvement, and (E) resources and personnel were available in the classroom. This qualitative study produced a vast amount of information for each participant and themes. Because of the nature of this report the items that most strongly supported the themes will be present ed identifying the participant, Zoe and Mary or Tina and Nell and the data source.

Conclusion Inclusion is considered best practice in early childhood education, and it is a philosophy and practice that will continue into the future. This study addresses teachers' attitudes toward inclusion and how those attitudes are reflected in their behaviors in the classroom.

Conclusion A teacher's attitude toward inclusion does influence the success of their inclusive classroom. Therefore, further research should continue to investigate factors that affect the inclusive early childhood classroom so that educators may enhance the quality of inclusive education.

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