Date of Conferral







Stephen P. Hampe


Inclusive educational settings were developed in the United States to help encourage and facilitate grade-level and appropriate social, emotional, and academic interactions for all students with the assistance of their teachers regardless of aptitude, skill, or disability. The purpose of this quantitative research study was to investigate teachers’ attitudes toward the impact inclusion classrooms have on the nondisabled students’ social, emotional, and academic well-being compared to students with special educational needs (SEN) and special education needs and disability (SEND) students. Ajzen’s theory of planned behavior was used to guide the study to determine whether there is a relationship between the independent variable, teachers’ attitudes about inclusion classrooms and the dependent variables, teachers’ perception of nondisabled students’ social, emotional, and academic well-being for SEN and SEND students. Data were collected using two surveys; Teachers’ Attitudes Toward Inclusion Scale (TAIS) questionnaire and the Attitudes toward Teaching All Students (ATTAS-mm) questionnaire and analyzed using a linear regression model. Participants included 78 teachers from school districts in a mid-Atlantic state, in inclusive classroom settings, Grades K–5. The results indicated that teachers’ attitudes reflected that inclusion classrooms can have a negative impact on nondisabled students’ emotional and academic well-being; however, they believed there was not a social impact on nondisabled and SEN/SEND students. Positive social change may result from the findings of this study that help inform interested parties of teachers’ attitudes toward inclusive education in regards to its impact on nondisabled students’ social, emotional, and academic well-being.