TEACHER PERCEPTIONS OF MAINSTREAMING INCLUSION, 1958-1995 - A RESEARCH SYNTHESIS/

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including stude nts with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of re sponses across time, geographical location, and item type. Overall we found that about two thirds of general classroom teachers supported th e concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but respon ses appeared to vary according to disabling condition and implicit obl igations on the teacher. Although about half or more of the teachers f elt that mainstreaming/inclusion could provide some benefits, only on third or less of teachers believed they had sufficient time, skills, t raining, or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary With either geographical region or time of publication. Implications for policy and practice are provided .