Hearing the Voices of the Teachers
Rebecca R. Fredrickson, Sarah K. McMahan

Abstract
This study examines the perceptions of both regular education and special education secondary teachers regarding the inclusion into the general education classroom of students who are labeled as being moderate to severely mentally disabled. With only one exception, all teachers expressed different success stories about inclusion. Additionally, all teachers who participated in this study felt supported by the special education department in their inclusion efforts, but several voiced displeasure at the administration’s handling of inclusion.

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