Advisor
Hess, Robyn S.
Committee Member
Hulac, David M.
Committee Member
Jackson, Lewis B
Committee Member
Sheehan, Eugene
Department
School Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
6-2019
Extent
137 pages
Digital Origin
Born digital
Abstract
The purpose of this study was to examine Thai secondary teachers’ attitudes toward inclusion of students with learning disabilities in general education classrooms. The researcher collected quantitative data using the questionnaire, 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) (Antonak & Larrivee, 1995). The participants were comprised of 370 secondary teachers from all regions of Thailand and were all Thai. The study used descriptive statistics and multiple linear regression for data analysis. Demographics of participants indicated that the majority were female general education teachers and had a Bachelor’s degree. Through multiple linear regression, the finding showed that Thai secondary teachers had a positive attitude toward inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes toward inclusive classrooms, though the hours of work loading was a greater predictor. In addition, the government and school administrators may need to provide time and financial support to teachers in order to take more special education training.
Degree type
PhD
Degree Name
Doctoral
Local Identifiers
Jamsai_unco_0161D_10670.pdf
Rights Statement
Copyright is held by the author.
