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ASSESSING TEACHER ATTITUDE TOWARD THE INCLUSION OF STUDENTS WITH AUTISM Stephanie Elaine Wilkerson April 20, 2012 The purpose of this research study was to examine the relationship between the attitudes of public school teachers and the inclusion of students with autism in the general education classroom highlighting individual teacher characteristics that correlated with agreement or disagreement with inclusion. Participants included regular and special education teachers currently teaching in a South Central Kentucky educational cooperative. Data were collected from the purposive population using a demographic questionnaire and a modified version of the Teacher Attitudes Toward Inclusion Scale (TATIS, Cullen, Gregory, & Noto, 2010). Teacher attitude toward inclusion of students with autism as measured by the modified TA TIS was overall positive. Most teachers agreed that both regular and special education teachers were responsible for educating students with autism, and over half were willing to make classroom modifications to meet the individual needs of students with autism. A statistically significant correlation was present between teacher perceptions of professional roles and functions and the following characteristics: degree, age, years of teaching experience, having a student with autism in class, severity level of autism, adequate autism training, and formal autism training. A statistically significant

Assessing teacher attitude toward the inclusion of students with autism.