Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

Table 4

Benefit/outcomes of Integration (BOI) ().

Attitude statements		M	SD	% positive attitude
3	Students may develop academic skills more rapidly in a general education classroom than in a special classroom.	4.98	1.04	83.00
7	General classroom teachers have sufficient training to teach students with disabilities.	4.46	1.38	74.33
11	Increased freedom in the general classroom creates too much confusion for the student with a disability. (R)	4.21	1.30	70.16
14	Students with disabilities will not monopolize the general classroom teacher’s time. (R)	4.48	1.29	74.66
17	The student with a disability will not be socially isolated in the general classroom.	4.45	1.23	71.16
20	The presence of students with disabilities will not promote acceptance of difference on the part of students without disabilities. (R)	4.10	1.40	68.33
21	Integration of the student with a disability will not promote his or her social independence.	4.68	1.25	78.00
24	Students with disabilities should be given every opportunity to function in the general classroom where possible. (R)	4.26	1.51	71.00
Total subscale		4.28	0.68	73.83

Note. R = reversed items.