Inclusive Education in the United States: Beliefs and Practices Among Middle School Principals and Teachers

Creator

C. Kenneth Tanner
Deborah Jan Vaugh Linscott
Susan Allan Galis

Files

Publisher

Arizona State University, University of South Florida

Publication Date

December 1996

Abstract

School reform issues addressing inclusive education were investigated in this nationwide (United States) study. A total of 714 randomly selected middle school principals and teachers responded to concerns about inclusion, "degree of change needed in" and "importance of" collaborative strategies of teaching, perceived barriers to inclusive, and supportive activities and concepts for inclusive education. There was disagreement among teachers and principals regarding some aspects of inclusive education and collaborative strategies. ...

Keywords

Education and state, Educational change, Teaching, Inclusive education

Extent

18

Volume

4

Issue

19

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00068

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Tanner, C. Kenneth; Vaugh Linscott, Deborah Jan; and Galis, Susan Allan, "Inclusive Education in the United States: Beliefs and Practices Among Middle School Principals and Teachers" (1996). Education Policy Analysis Archives (EPAA). 9.
https://digitalcommons.usf.edu/usf_EPAA/9