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From: Kate
Date: 10/5/99
Time: 12:13:08 PM
Remote Name: 192.204.145.111
Hello, My name is Kate Romano. I am a senior at Ursinus College. I am conducting undergraduate psychology research concerning teacher beliefs about inclusion. I am posting my survey to internet discussion groups in the hopes of getting a large amount of data from teachers and administrators. I appreciate responses to this survey. If you have any comments or questions or want to send your results to my personal e-mail account my address is karomano@ursinus.edu. Feel free to pass this survey along to interested colleagues. Thank you for your time. Kate.
Inclusion survey
1. sex
2. general education teacher, special education teacher or administrator
3. grade presently teaching
4. years teaching experience
5. community surrounding school…i.e. rural, suburban, urban
6. personal definition of inclusion
All responses to these statements are in the likert-type format from 1 (Strongly Disagree) to 5(Strongly Agree) with the statement
7. The most productive form of inclusion is the placement of special education students into the general education classroom where those students would benefit the most academically (i.e., classes where they excel or show great interest.) 1 2 3 4 5
8. The inclusion process is most successful when its implementation is considered part of a school's overall philosophy. 1 2 3 4 5
9. General education students have a greater understanding of special education students and their disabilities after working together in an inclusive classroom. 1 2 3 4 5
10. Increased social interaction is the most important benefit to special education students involved in inclusive classrooms 1 2 3 4 5
11. Increased academic achievement is the most important benefit to special education students involved in inclusive classrooms. 1 2 3 4 5
12. One-on-one teacher aides (i.e., paraprofessionals) are important in the inclusion of special education students into the general education classroom. 1 2 3 4 5
13. The relationship between the paraprofessional and the special needs student detracts from the relationship between the special needs student and the classroom teacher. 1 2 3 4 5
14. The implementation of team teaching (including general education and special education teachers in the same inclusive classroom) is a productive way to facilitate the inclusion process in a classroom. 1 2 3 4 5
15. Inclusion is most beneficial to those special needs students with mild physical impairments. 1 2 3 4 5
16. Inclusive classrooms are not appropriate learning environments for those students with learning disabilities. 1 2 3 4 5
17. General education students involved in inclusive classrooms learn to interact more comfortably with people who are different. 1 2 3 4 5
18. General education teachers do not possess the skills and experience needed to work with a learning disabled student in an inclusive setting. 1 2 3 4 5
19. Special education teachers can best meet the needs of a special needs student in the resource room environment. 1 2 3 4 5
20. I have been involved in situations where special education students have participated in an inclusive setting. 1 2 3 4 5
21. I enjoy working with general education and special education students in an inclusive classroom. 1 2 3 4 5
22. Time spent helping a special needs child understand a lesson is a hindrance to students who master the material more quickly. 1 2 3 4 5
23. The behaviors of some special education students distract the rest of a class and take away from time spent teaching. 1 2 3 4 5
24. I prefer working in more homogenous (less inclusive.) classrooms. 1 2 3 4 5
25. Cooperation and communication among parents, teachers and administrators is strongly encouraged in my school. 1 2 3 4 5
Feel free to comment on any of the above statements. Thanks Again, Kate Karomano@ursinus.edu