Using Educator Characteristics on Attitudes toward Inclusion to Drive Professional Development

Abstract

Students with mild to moderate disabilities are included in classes whether or not the teacher holds the necessary attitudes to help that student achieve success. This research seeks to present four perspectives on how leaders at different levels can use the same information regarding educator attitudes towards inclusion to promote student learning and encourage professional development in the settings in which they lead. Districts, schools, and individual leaders can change pedagogical practice through assessing educator attitudes, providing differentiated professional development, and establishing policies that support inclusive education.