Teachers' attitudes, felt competence, and need of support for implementation of inclusive educational programs

To examine possible trends in teachers' attitudes, felt competence, and nee d for support for inclusion in special education, a questionnaire was given to 108 teachers from three school districts. While respondents expressed p ositive attitudes, each district differed by the amount of involvement in i nclusion programs. Teachers' competence ratings were highest on items relat ed to working with colleagues and parents, knowledge of students' character istics, and strategies in evaluation. The teachers' most important needs in volved class size, administrative support, extra personnel, and preparation rime. Items related to education, on the job training (inservice), and col lege coursework were rated lowest. There was a significant difference in at titude between those teachers who had previous experience with disabilities and those a ho did nor. In addition, a strong positive relationship was fo und between attitudes and felt competence. Implications of these findings a re discussed.