General education teachers' perceptions regarding inclusion in northeast Georgia middle schools.

摘要

The purpose of this study was to determine if there was a difference in middle school general education teachers' perception of the inclusion of students with disabilities in general education classes. A survey was sent to general education teachers at 14 middle schools in the Northeast Georgia Pioneer Regional Education Services Agency (RESA). The answers to the survey were compiled and analyzed for the differences in teacher perceptions of inclusion. The two groups were comprised of general education teachers who have taught in inclusive middle school settings and general education teachers who have taught only in traditional middle school settings. The general question addressed in this study was: Are there statistically significant differences in the perceptions of general education teachers that teach in inclusive middle school settings and general education teachers that teach only in traditional middle school settings towards the inclusion of students with disabilities? The researcher used a t-test to determine the statistical significance between the two groups.