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Educational Administration Quarterly
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Integrating Students with Moderate and Severe Disabilities: Classroom Teachers' Beliefs and Attitudes about Implementing an Educational Change

Rachel E. Janney

Martha E. Snell

Mary K. Beers

Maria Raynes

Interviews were conducted with 26 classroom teachers from five school districts to investigate their beliefs and attitudes about implementing integrated special education services for students with moderate and severe disabilities. These teachers' views toward integration focused on four aspects of the change: its purpose, the clarity of its implementation methods, the effort it would require of teachers, and its rewards. The ways teachers' beliefs and attitudes affected the manner in which the change was implemented and the way those beliefs and attitudes were altered through experience are described. Steps administrators could take to ensure that this complex change is broadened and sustained are discussed.

Educational Administration Quarterly, Vol. 31, No. 1, 86-114 (1995)
DOI: 10.1177/0013161X95031001006
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This article has been cited by other articles:


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 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
E. J. Nowacek and L. P. Blanton
A Pilot Project Investigating the Influence of a Collaborative Methods Course on Preservice Elementary Education Teachers
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, October 1, 1996; 19(4): 298 - 312.
[Abstract] [PDF]