Werts, M G., Wolery, M., Snyder, E., & Caldwell, N. (1996). Teachers' perceptions of the supports critical to the success of inclusion programs. Journal of the Association for Persons with Severe Handicaps, 21(1), 9-21.
This quantitative, descriptive study included multi-stage state (PA) and national questionnaire data from a total of 1588 elementary general and special education teachers. Questions were asked related to: (a) conditions and supports that are critical to successfully including students with disabilities in general education classrooms; and (b) problems faced in implementing inclusive practices.
Both state and national respondents identified three critical supports most often: (1) training, (2) support from a team of professionals, and (3) having help in the classroom (often related to the use of paraprofessionals). The authors listed the following limitations: (1) survey data are open to various interpretations; (2) some respondents listed more or less than three supports and problems when asked open-end questions, (3) wording of open-ended questions may have influenced responses, (4) data do not reflect relative importance of each entry by the respondents, (5) teachers may not be repreentative.
Summarized by: Michael
Giangreco, August 2004