Teachers' attitudes toward increased mainstreaming: implementing effective instruction for students with learning...

Area of Science:

• Education
• Special Education
• Classroom Management

Background:

• Inclusive education programs are increasingly common in K-12 settings.
• Effective instructional strategies are crucial for supporting diverse learners in mainstream classrooms.
• Teacher attitudes toward mainstreaming can influence their pedagogical practices.

Purpose of the Study:

• To examine the relationship between teacher attitudes toward mainstreaming and their use of instructional strategies.
• To identify specific instructional strategies employed by mainstream teachers.
• To understand how teacher efficacy and attitudes impact strategy implementation.

Main Methods:

• A survey was administered to 127 mainstream teachers (Grades 1-8).
• Teachers completed self-evaluations of instructional strategies used in general education classes.
• Questionnaires assessed teacher attitudes toward their own efficacy and toward mainstreaming.

Main Results:

• Analysis of variance (ANOVA) revealed significant differences between teachers with positive and less positive attitudes toward mainstreaming.
• Teachers with less positive attitudes toward mainstreaming reported using effective mainstream instructional strategies less frequently.
• No significant differences were found in teacher efficacy based on attitudes toward mainstreaming.

Conclusions:

• Teacher attitudes toward mainstreaming are associated with the frequency of using effective instructional strategies.
• Findings suggest that fostering positive attitudes may be key to improving strategy implementation in inclusive classrooms.
• Implications for current educational initiatives promoting increased inclusion are discussed.