Abstract
Inclusive education is vital for creating a nurturing learning environment for students with disabilities, but disparities in attitudes and practices among school administrators can hinder its effective implementation. This study explores the attitudes of school administrators and teachers toward inclusion across three dimensions: resources, training, and general attitudes. Emphasizing the need for alignment, the study proposes a targeted training program to guide educators in optimizing teaching for students with special needs. The study assesses the acceptability of this training initiative, aiming for a unified approach to inclusive education. In a quantitative, non-experimental study, 343 public school administrators and 5040 teachers were surveyed using a carefully tailored instrument with high reliability (Cronbach's alpha = 0.93). Data analysis employing an average weighted mean and a t-test reveals a significant difference in attitudes between teachers and administrators. A proposed training program aligning with the Minnesota Department of Education's mission is informed by these findings. Table 6 confirms high acceptability among participants, substantiating the program's feasibility and potential positive impact on inclusive education practices in public schools. Collectively, Tables 3, 4, 5, and 6 provide a comprehensive snapshot of attitudes, perceptions, and responses toward inclusive education. Public school teachers exhibit a generally positive inclination toward inclusion, while administrators strongly support inclusive education principles. However, Table 5 signals a significant difference between teacher and administrator attitudes, necessitating alignment. Table 6 underscores the proposed training program's high acceptability, emphasizing the importance of addressing attitude discrepancies and implementing targeted training for a unified and effective approach to inclusive education in schools.
