Inclusion is auspicious to both Teaches and Parents. The potential to include students with disabilities in the general education classroom is both appealing yet very challenging to students as well as teachers. The success of inclusion depends on the amount of teacher training, sufficient planning time, and resources devoted to the inclusion of students with disabilities. These variables vary widely across states, districts, and schools. In general, researchers have documented that when appropriate resources and supports are provided, educators, parents, and students develop positive attitudes towards inclusion. Without these resources and supports, inclusion poses significant challenges to teachers, students, and parents.

Obviously, one major factor in the overall effectiveness of inclusive practices is the general education teacher. Regardless of what the law says, the importance of preparing general education teachers the necessary supports to meet the needs of students with disabilities is extremely important, but also is very challenging.

After reading the section on Teacher Attitudes Toward Inclusion and watching the video (in your e-text) on the items that need to be present for effective inclusive practices, discuss the following questions:

1. Why do you think attitudes toward inclusion have changed so little over the years?
2. How might overall attitudes toward inclusion be improved?
3. Why do you think elementary-grade teachers report more positive attitudes than secondary-grade teachers?
4. Do you think the high-stakes testing and teacher-value-added accountability initiatives will help or hurt attitudes towards inclusion?