Teachers’ make learning possible and their own attitudes towards what is happening in the

classroom are of crucial important. Research done in South Africa on educator’s attitude towards

teaching of learners with specific learning difficulties indicate that educators’ in mainstreaming

policies should be implemented. Special educator’s attitudes towards inclusion are influenced by

the availability of sufficient support and resources for learners with specific learning difficulties.

Special educators’ lack of knowledge and experience of learners with specific learning

difficulties have a negative attitude towards teaching these learners. Many educators’ lack

confidence in their own abilities to teach learners with diverse education needs in the same

classroom. Teachers’ attitude might be influenced by a number of factors that are interrelated in

a number of respects. The nature of disability of educational problems presented will appear to

influence teachers’ attitude (Sava and Muson 1980) termed these factors as child related

variables. Another factor is teacher related variables and finally educational environment related

factors.

Does a student’s disability affect the way in which they are welcomed in the classroom? In

recent years, there has been a significant movement of children with special education needs

away from segregated settings and into general education classrooms (Avramidis, Bayliss, &

Burden, 2000, p. 277). This movement is due in large part to the Individuals with Disabilities

Education Improvement Act of 2004. This law was passed to ensure that diverse and

exceptional learners in the United States were given a free and appropriate public education

that met their needs in the least restrictive environment (IDEIA, United States Department of

Education, 2004). Avramidis et al. define inclusion as “restructuring educational provision to

promote belonging, i.e. all pupils in a school see themselves as belonging to a community,

including those with significant disabilities” (p. 278). However, the effectiveness of inclusion
may be influenced by the attitudes of the school personnel who are directly involved. Lopes,

Monteiro, and Sil (2994) found that the majority of teachers are not fully receptive to inclusion

because they do not know how to differentiate instruction or what kind of support to provide to

the children with disabilities (p. 413). Soodak, Powell, and Lehman (1998) report, “Teachers’

attitudes toward integration appear to vary with their perceptions of the specific disability as

well as their beliefs about the demands that students’ instructional and management needs will

place on them” (p. 481). The fact that school personnel may treat individuals differently based

on their diagnosis implies that their attitudes toward inclusion should be further explored.

It is important to identify teachers’ attitudes toward inclusion because it can dramatically affect

their performance and the success of children with disabilities in the classroom. According to

Avramidis et al. (2000), “Professionals’ attitudes may act to facilitate or constrain the

implementation of policies… the success of innovative and challenging programs must surely

depend upon the cooperation and commitment of those most directly involved” (p. 278).

Soodak, Podell, and Lehman supports this finding, reporting, “Teachers who embraced the

responsibility to be inclusive have also elevated the quality of instruction, and the instruction was

deemed more effective than that of teachers who had dissimilar beliefs concerning inclusion” (as

cited in Ryan, 2009, p. 181). Their conclusion indicates that an increased receptivity toward

including students with special needs is associated to greater teacher efficacy, higher rates of

teacher collaboration, and an increased likelihood to differentiate instruction. Therefore,

negative views of inclusion will influence interactions with children who have disabilities (Ryan,

2009, p. 185). Avramidis et al. found that those who do not fully agree with inclusion are less

likely to individualize lesson plans according to students’ needs and are less confident that they

can implement the requirements of individualized education plans (p. 289). When general
education teachers have negative attitudes toward inclusion and are unwilling to have students

with disabilities in their classroom, they may not provide the necessary supports that would

create a beneficial learning environment for the students.

Many factors may affect educational professionals’ attitudes toward the inclusion of students

with disabilities including the level of confidence they have to teach the children, the support

they are receiving, and opportunities for collaboration. Avramidis et al. (2000) report:

Regular teachers’ attitudes reflected lack of confidence in their own instructional skills and

quality of support personnel available to them. They were positive about integrating only those

whose disabling characteristics were not likely to require extra instructional or management

skills from the teacher (p. 279).

The apprehension they may feel, whether it is due to lack of experience or an overall skepticism

of the idea of inclusion will affect the efficacy of the teachers. Ross-Hill (2009) explains that not

offering frequent and substantial training brings about “tension, stress, and strain for both

teachers and students alike in inclusive settings” (p. 189). Therefore, providing teachers with

support will improve the overall implementation of inclusion, making it more beneficial for the

students. The support given by the principal, based on their beliefs about the importance of

including children with disabilities, strongly dictates the general educators’ teaching methods

and behavior (p. 281). Soodak et al. (1998) state, “Teachers are more willing to accommodate

students in their classrooms when they perceive that their school administration fosters a

supportive climate and when the culture of the school encourages teaming and collaboration (p.

483). Adequate support from administrators is likely to increase teachers’ likelihood of

collaborating with special educators in order to solve problems in the inclusive classroom (Ross-
Hill, p. 191). It is likely that these partnerships and support systems increase overall acceptance

of inclusion, compensate for any insecurities, and improve educational professionals’ attitudes

towards having students with a variety of disabilities in the general education classroom (Soodak

et al., p. 493).

Research has found that the nature and type of the disability can influence teachers’ attitudes

towards inclusion (Ryan, 2009, p.185). Avramidis et al. (2000) explain, “Multiple

interpretations of labels occurs when teachers attribute different characteristics to a label based

on their experience which could be positive or negative” (p. 282). It was discovered that the

nature and severity of the disabilities in the study and the perceived stress that would be put on

the teacher significantly influenced the educators’ opinions toward including the students with

special needs in the classroom (p. 289). According to Lopes et al. (2004), students with special

needs “present serious challenges to teachers because they are difficult, time-consuming, and

frustrating” (p. 413). Children with autism and emotional behavioral disorders generally

exhibit different behaviors in the classroom than their typically developing peers and require

individualized attention from professionals. Therefore, teachers’ attitudes regarding the

inclusion of these students will be explored.

Past research regarding the attitudes of educational professionals toward inclusion has been

contradictory and inconclusive. Teachers have reported both positive attitudes toward the

inclusion as well as strong negative feelings about having students with various disabilities in

the general education classroom (Avramidis et al., 2000, p. 288). However, existing research

has primarily focused on teachers’ perspectives of the general idea of inclusion. It is unclear

from previous studies whether or not teachers have differing opinions toward the inclusion of
students with autism and emotional behavioral disorders. The need further exists to better

understand educational professionals’ attitudes in order to determine the acceptance these

students have in general education classrooms.

Professionals’ attitudes toward the inclusion of students with autism and emotional behavioral

disorders will be examined using a quantitative approach. The results will be beneficial to

numerous individuals, including those directly involved with the inclusion process. This study

may help general educators identify any biases they have toward specific disabilities that may

affect the manner in which they interact with certain students. This realization may guide them

to seek additional information about how to effectively include these students. Special

educators may also recognize that they need to offer more support to the general education

teachers when they are teaching students with certain disabilities. The information this study

will provide will help educational professionals to identify their general attitudes toward the

inclusion of specific students, which will hopefully result in more effective and appropriate

inclusive practices.

2.3.2 Child related variables

Teachers’ concept of children with specific learning difficulties normally consist of different

degrees of specific laws, their prevalence and educational needs they exhibit Cough and Lindsey,

(1991). Teachers’ exhibit or show little negative attitude in teaching children with special

educational needs since they likely require extra instructional or management skills. To these

learners’ with specific learning difficulties teachers’ unanimously reject and show negative

attitude towards them. They pose additional problems and demand extra teaching competencies

from teachers’. These learners will also be seen too challenging at the time of study or teachers’
feel they should be educated in special schools. These children are considered to have relatively

to have poor chance of being successful.

Bowmen’s (1986) study from the UNESCO indicates that teachers tend to favour different types

of children with special learning difficulties in regular schools.

2.3.3 Teachers’ variables

A considerable amount of research has sort to determine the relationship between teachers’

characteristics and their attitude towards children with specific educational needs. A host of

specific teachers’ variables which will be explored include gender, age and years of teaching

experience, class grade and contact with learners with specific learning difficulties.

2.3.4 Gender

Some researchers noted that female teachers’ had positive attitude and greater tolerance level for

teaching learners with specific learning difficulties than male teachers example Aksamah et al

(1987), Eichinger (1991).

2.3.5 Age and teaching experience

Length of experience of a teacher is another teacher related variable evidence to suggest that

younger teachers’ attitudes in teaching English with fewer years of experience are supportive to

learners with specific learning difficulties while teaching English Berry man (1989), center and

ward (1987), Laugh and Lindsey (1991).

Leyster (1994) also supported conclusion by showing that overall teachers’ with 14 or fewer

years of teaching experience had significantly more positive attitude in teaching English to

learners with specific learning difficulties than those with more than 14 years of experience.

Furthermore, comparison of willingness among teacher trainees and primary teachers’ to accept
children with specific learning difficulties in the classes. Harry, (1995) indicated a clear reluctant

on the part of more experienced primary teachers’ who teacher such children as compared with

the teacher trainees.

In overall there is a strong indication that those younger teachers’ and those with fewer years of

experience are more supportive ton learners with specific learning difficulties compared to the

teacher who have most experience and less positive attitude.