Exploring Teachers' Attitudes Towards Inclusion: The Impact of Professional Development on Inclusive Education Practices

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Teacher Training, Attitudes, and Resilience in Special Education (Table 15)

Abstract

This study explores the attitudes of general and special education teachers toward inclusive education and examines the efficacy of professional development in fostering inclusive practices. Grounded in Critical Disability Theory (CDT), the research addresses barriers to inclusion and emphasizes transforming educational environments to support diverse learners. Using a sequential explanatory mixed-methods design, the study integrates quantitative surveys and qualitative focus groups within a Northwest Indiana school district. Preliminary findings reveal differences in teacher attitudes and highlight the value of structured, sustained professional development. By identifying effective strategies, the research aims to inform policies and practices that enhance inclusive education, contributing to improved educational outcomes for all students.

Author

• Danielle M. Starks, Purdue University Northwest