Are Attitudes and Practices regarding Mainstreaming Changing? a Case of Teachers in Two Rural School Districts

By Y. Leyser, Kara Tappendorf. 2001

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Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States (2005, background): “Teachers’ attitudes with bachelor degrees or lower educational levels can improve significantly when they are trained to make adaptations to the regular curriculum (Leyser & Tappendorf, 2001).”
The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion (2007, background): “This suggests that short ‘overview’ courses may not be sufficient to produce substantial positive changes in teachers’ attitudes towards inclusion (Leyser & Tappendorf, 2001; Martinez, 2003).”
Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools (2008, background): “Leyser & Tappendorf (2001) and Hodge & Jansna (1999) concluded that female teachers have a more positive attitude than men towards students with SENs.”
Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs (2006, unknown): “…1991; Minke et al., 1996; Reiter et al., 1998), while others reported more favourable attitudes (Rojewski & Pollard, 1993; Ward et al., 1994; Villa et al., 1996; Avramidis et al., 2000a); and a few researchers found ‘neutral’ or uncertain attitudes (Bennett et al., 1997; Leyser & Tappendorf, 2001).”