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Abstract
There has been a paradigm shift globally regarding the adoption of inclusive education policies and procedures. However, teachers still have varying views, anxieties, and preconceive misconceptions about the successful implementation of inclusive education practices in the general education classroom. This study utilized a qualitative approach to provide an informative exploration of teachers’ attitudes toward inclusive education and its implementation, possible factors that influence teachers' attitude, and recommendations for promoting best practices in inclusive education. Data was collected utilizing semi-structured interviews from eight teachers throughout the New Providence District in the Bahamas. The results of the study revealed that teachers generally had positive attitudes toward inclusion. However, lack of funding, administrative support and minimal opportunities for training and development were identified as negative influential factors regarding teachers’ attitude towards inclusive education.
Keywords
Attitudes, Inclusive Education, Bahamas, High School
Publication Date
10-20-2014
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2014.1099
Recommended APA Citation
Cambridge-Johnson, J., Hunter-Johnson, Y., & Newton, N. G. (2014). Breaking the Silence of Mainstream Teachers' Attitude towards Inclusive Education in the Bahamas: High School Teachers' Perceptions. The Qualitative Report, 19(42), 1-20. https://doi.org/10.46743/2160-3715/2014.1099
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