A Study of Responses by Kenosha Unified School District No.1 Special Education Teachers to Determine the Status of Inclusion
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The purpose of this study was to examine the current status of inclusion in Kenosha Unified District No.1. The study was conducted through a survey sent to all full time special education teachers (160) in all areas of exceptionality and at levels early childhood through and inclusive of secondary in Kenosha Unified District No.1 . The questionnaire consisted of three sections requesting information on background (gender, age, degree held, years of experience, etc.), whether participating in inclusion (either partial or full) and opinion as to success of inclusion, and comments. The researcher developed a picture of a "typical" teacher practicing inclusion. Also determined was that three-fourths of the surveyed group felt that inclusion has been successful, but with concerns. The main concerns were: 1) inclusion (either partial or full) is not for every child, 2) more personnel (teacher or assistant) are needed to ensure success, 3) more planning time needs to be incorporated into the teaching day to facilitate communication with the general education teacher and working on modifications, 4) current inclusion programs are not being tailored for each individual child and that this should be a collaborative effort between the special education teacher, general education teacher, parent, student, and administration, 5) success is very dependent upon the willingness and attitude of the general education teacher, 6) there is a lack of cooperation and communication with special education administration when problems arise, 7) inclusion has been mandated with little input from teaching personnel (both special and general education) and with little or no training or information provided, and 8) inclusion was implemented to save money rather than to address the needs of the handicapped student.
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