1. The factors that influence the attitudes of teachers and administrators affiliated with the
National Association of Independent Schools (NAIS) regarding the inclusion of students
with disabilities
by Mulholland, Shannon McQuone, Ed.D., DUQUESNE UNIVERSITY, 2011, 224 pages;
3465443
Abstract:
As the practice of inclusion gained momentum in educational communities during the 1990s,
attitudes toward the concept of inclusion were positive, and few educators opposed it completely.
However, the enthusiasm surrounding inclusion led to a hurried approach toward implementation,
and practices within public school classrooms went unchecked. As a result, a lack of clarity, and
confusion arose regarding the practice of inclusion in general. Inclusion is a pervasive concept in
all educational communities today, and private schools are not exempt from integrating students
with disabilities into their classrooms. Therefore, the purpose of this study is to extend the
research in this area by examining a portion of the private school population: independent
schools affiliated with the NAIS. The Opinions Relative to the Integration of Students with
Disabilities (ORI) was the instrument used in this quantitative study. This survey, as well as an
additional one constructed by the researcher was completed by a random sample of
administrators (N= 82) and teachers (N= 440) who work in NAIS schools across the United
States. Findings suggest that both groups agree that teacher training and perception of burden
are the two most significant factors that influence attitudes toward inclusion. Similar to teachers in
public schools, independent school teachers also felt that years of experience, planning time, and
perception of competence to implement accommodations and modifications for students with
disabilities were significant factors that influenced attitudes. Independent schools were
distinguished however from public schools in that both administrator and teacher participants who
indicated servicing students with varying types of disabilities possessed more favorable attitudes
toward inclusion. Additionally, the perception of involvement was a factor that influenced attitudes
for teachers. They perceived that they were not involved in the decision to include students with
disabilities in their classroom nor were they involved in determining the appropriate
accommodations and modifications necessary for the student to be successful. Finally, the
findings suggest that administrators have a more favorable attitude toward inclusion than the
teachers overall and discrepancies exist between the groups regarding the perception of to what
degree the necessary supports for inclusion (i.e., in-service training, planning time, materials,
administrator support) are in place. Recognition of these factors and discrepancies as well as the
implementation of a purposeful plan to address them could impact attitudes toward students with
disabilities and improve the way independent schools practice inclusion in the future.
Adviser Joseph C. Kush
School DUQUESNE UNIVERSITY
Source Type Dissertation
Subjects Educational leadership; School administration; Special education
Publication Number 3465443