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Implicit or even worse, explicit biases toward inclusion for students with disabilities can be detrimental to students’ academic, emotional, and social achievement.  Students with disabilities are often subjected to negative attitudes, stereotypes and biases that can impact inclusion.  These students are vulnerable to becoming marginalized and socially isolated from the larger society due to the stigmas attached to having a disability.  This is disconcerting being that teachers are the primary source by which students are referred for special education services and have the power to advocate for inclusion or self-contained.  The number of students’ aged 3-21 receiving special education services was at an all time high of 6.7 million for the 2015-16 school year (National Center for Education Statistics, 2018).  Furthermore, the percentage of students receiving services who spent half or a third of the day in an inclusion setting declined (NCES, 2018).  Despite legislative efforts to ensure students are educated in the least restrictive environment (LRE), SWD are continuously stigmatized and segregated from their nondisabled peers.

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The purpose of this research is to identify the factors that contribute or shape teachers' attitudes towards students with disabilities in an effort to bring implicit biases to the consciousness and create organizational change.  In addition,  understanding the academic, social and emotional implications of biases towards SWD will assist in creating programs that better train educators and administrators.

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Students with disabilities are often subjected to negative attitudes, stereotypes and biases that can impact inclusion.  These students are vulnerable to becoming marginalized and socially isolated from the larger society due to the stigmas attached to having a disability.  Implicit or even worse, explicit biases toward inclusion for students with disabilities can be detrimental to students’ academic, emotional, and social achievement. These biases can also lead to an overrepresentation of particular subgroups (e.g. African American males with Emotional Behavioral Disorder) receiving exclusionary special education services.

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In conducting this literature review, several questions/themes seemed to be either limited in explanation or unexplored. Larger and more diverse sample sizes need to be targeted in order to get a more complete picture on the implications of biases. Additionally, there is little information regarding the role of disability level/type in the formation of teachers' attitudes. Further research is also needed regarding how the interactions of teacher and student ethnicity might affect teachers' attitudes towards students with disabilities.

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1) What factors contribute to teacher’s attitudes towards students with disabilities in inclusion classrooms?

2) How do teachers' attitudes towards students with disabilities impact their academic, social and emotional growth?

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Definition of Terms:

Special Education - specially designed instruction to meet the individual needs of an exceptional child.
Individualized Education Plan (IEP)- a written individualized education plan with specific legal mandates.
Least Restrictive Environment (LRE)- an educational setting for students with disabilities that minimizes their exclusion from students without disabilities.
Inclusion- process by which students with disabilities are placed in age-appropriate general education classrooms to receive quality instruction aligned with their IEP, interventions and/or accommodations.
Attitudes- a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events, or symbols.

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Fostering Relationships!!

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The word "behavior'' refers to a lasting group of beliefs, feelings, and tendencies directed towards a particular idea, object or group of peoples. It is an attitude triggered by a belief about something. It typically describes what we think is the right way of doing something.

Other times, our own behaviors can make us blind to other people's opinions, values, and needs. Behaviors will always have a positive or negative aspect, and when we have a certain behavior, we often have a tendency to behave in a certain way towards a particular person or object.

It's very important that we map our own life - first consider the significant events that shaped your life, what qualities you admire in yourself and others, what beliefs you hold dear and what values you carry with you. Some of these may be personal qualities such as character, strength, respect, wealth, success, honesty, and health.

What we believe are important behaviors, or what behaviors we admire in ourselves and others, generally reflect our lives and the values we have established in our early years through the influence of religion, family, friends, culture or education.

Given that all of us have different values that have shaped our life experiences, we can understand why we all have a different set of behaviors. We do not all act or behave in the same way.

Examples of behaviors: cheerful or uncheerful, grateful or ungrateful, arrogant or humble, playful or serious, can or can't do, open or reserved, authoritative or nonauthoritative.

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How Your Beliefs Shape Your Life | SmartMinds

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The word "behavior'' refers to a lasting group of beliefs, feelings, and tendencies directed towards a particular idea, object or group of peoples. It is an attitude triggered by a belief about something. It typically describes what we think is the right way of doing something.