General education teachers' perceptions and training on the inclusion of students with disabilities

This study examined the perceptions of elementary general education teachers in regard to inclusive practices for students with disabilities. To examine this topic, a web-based survey of 23 questions was adopted and modified from McCray and McHatton (2011) and Cullen, Gregory, and Noto (2010) to assess teachers? perceptions and training regarding inclusion. Eighty-one participants completed the survey. It was hypothesized that elementary general education teachers who have taught longer, have more training (i.e., number of courses or workshops taken on special education/inclusion), or have more experience with students with disabilities would have more positive perceptions toward inclusion. The results indicated that overall, elementary general education teachers have neutral perceptions toward inclusion. The number of years taught, the number of courses or workshops taken on special education/inclusion and the experience with students with disabilities are not associated with elementary general education teachers? perceptions toward inclusion. Participants did support the need for more training on teaching students with disabilities in general education classrooms.