Teacher and Administrator Attitudes toward Full Inclusion in Rural Mid-America

Full inclusion as a service delivery model for all students with disabilities has generated significant recent controversy. In this study, questionnaires were sent to a sample of special educators, general educators, and administrators in rural, mid-western K-12 school districts. The subjects were asked to respond to four statements relating to inclusion. The analyses of variances of the group responses indicated a very cautious attitude toward full inclusion among all of the subjects in this study. The implications of the findings for K-12 professionals are discussed.