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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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The Relationship between Teacher Effectiveness and Teacher Attitudes Toward Issues Related to inclusion

David W. Treder

Genesee Intermediate School District, Flint, Michigan

William C. Morse

University of South Florida, Tampa

John M. Ferron

University of South Florida, Tampa

The inclusion of students with special needs in regular education classrooms has become a major focus of current educational reform, and regular education teacher's acceptance is a critical component in how this type of service delivery will play out. The purpose of this study is to reexamine the results of a study by Gersten, Walker and Darch (1988), which indicated that more effective teachers were less willing to include students with special needs in their classrooms. In their study, Gersten, Walker, and Darch (1998) used a process-product, academic-achievement-oriented definition of effective teacbing in their identification of more effective teachers. Using a different method for identifying effective teachers, the present study found results that were in direct contrast to the results of the Gersten et. al study. Implications for inclusive practices are discussed.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 23, No. 3, 202-210 (2000)
DOI: 10.1177/088840640002300303
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