A Successful Formula for Middle School Inclusion: Collaboration, Time, and Administrative Support

Susan Pitts Santoli John Sachs Elizabeth A. Romey University of South Alabama Mobile, AL Stephen McClurg Hewitt-Trussville High School Trussville, AL

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Abstract

This report summarizes the results of a survey on attitudes toward inclusion, which was conducted in a middle school in a large school district in the Southeast. The survey was given prior to the beginning of the school year, and immediately prior to the implementation of full inclusion. Respondents were general and special educators, para-professionals, and administrators.

Results of the survey revealed that, although the majority (98.2%) of respondents were willing to make needed instructional adaptations for their students with disabilities, most (76.8%) did not believe that most students with disabilities could be educated in regular education classrooms. Fewer than half (44.6%) indicated that inclusion was a desirable educational practice for regular education students, although a greater percent (57.9%) believed that inclusion was a desirable educational practice for special education students. Time was the most significant area of concern for respondents who indicated that they (a) did not have adequate time to consult with other teachers and specialists who were working with their students with disabilities, (b) lacked time to go to meetings pertaining to their students with disabilities, and (c) lacked time to undertake the responsibility to educate students with disabilities in regular classrooms.

ISSN 1940-4476