Teacher Rejection of Students with Disabilities

 Inclusion in special education is a hotly debated topic. With the introduction of the No Child Left Behind legislation, inclusion has been accepted as the proper model to include special education students into the mainstream environment but many people still feel that it is a bad idea. The following are views on inclusion and peer reviewed studies that can let you the reader decide if inclusion is the best practice for public schools in America and the world. Are students with special needs getting the best chance of an education with non-disabled students? The debate still continues and with this information, you the reader can come to an informed decision.

 

Teacher Rejection of Students with Disabilities

 

Cook and Cameron (2010) reported on two related studies that looked at how teachers felt and acted toward students with disabilities. The first study looked at 14 teachers that taught inclusive students and 26 students with disabilities in their classes. The study was rated by the number of times the teachers interacted with the special need students in comparison to how many times they interacted with students without special needs. It was found that partial correlations, controlling for the severity of the disability, indicated that academic/educational behavior interactions corresponded in a significant manner with the teacher’s rejection ratings.

           

The second study, by the same authors, compared the teacher’s concern and rejection ratings of students with learning disabilities (n=77), attention deficient disorders (n=20), behavioral disorders (n=19), and students with no disabilities (n=1153).  Using the ANOVA and Scheffe post hoc tests, the authors found that students with disabilities in all categories had higher concern ratings than non-disabled students. The students with learning disabilities and behavior disabilities rated higher than students with other disabilities in rejection ratings. The students with behavior disabilities rated significantly higher rejection ratings than other disabled students over non-disabled students and their disabled counterparts.

 

Reference:

 

Cook, B., and Cameron, D. (2010) Inclusive teachers’ concern and rejection toward students: Investigating the validity of ratings and comparing student groups. Remedial and Special Education. 31(2). Retrieved on April 10, 2010 from EbscoHost database.

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