Classroom Teachers' Views on Inclusion. Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) Brief.

This brief discusses the outcomes of a study that examined the views of 32 secondary education teachers in four secondary schools on the inclusion of students with disabilities in their classrooms. Analyses of the interview data indicate that the general education teachers were committed to inclusion and that they did make instructional accommodations for students with disabilities. Many teachers, but not all, tried to maintain the curriculum and hold high expectations while providing these accommodations. Teachers at three of the schools emphasized teaching and learning of high intellectual quality and they believed this focus was appropriate for their students with disabilities. At two of these schools, classroom teachers felt they received important help from special education teachers and used students' Individualized Education Programs to guide instruction and assessment. Special education teachers were believed to be particularly helpful in team teaching situations within inclusive classrooms and in assisting with accommodations and modeling instructional strategies. At the fourth school, teachers had a favorable view of inclusion and found it helped their teaching in a general sense. Personalized Learning Plans helped teachers focus on relationships with students and their effective development; however, these teachers did not emphasize complex or intellectually demanding instruction. (Contains 16 references.) (CR)