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.

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