Improving teachers' attitudes through teacher education toward the inclusion of students with disabilities into their classrooms

In recent years research reform and arguments (pro and con) in special education have focused on including all students with disabilities in general educational settings. This movement toward the “inclusion” of all students with disabilities is a controversial one, with its share of proponents and opponents; each group emphasizing the fact that the current dual system of education (general education and special education) is faulty and is failing in its purpose to educate students in the least restrictive environment. Regardless of whether or not school districts or states adopt policies on the inclusion of all students with disabilities, the fact remains that to date not all teachers within the public school systems have positive attitudes about teaching students with disabilities or are trained or educated to do so. The authors of this article address the contention that in order to improve, change, or even illuminate teachers' negative perceptions about including students with disabilities, the training of all teachers needs to take place.