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ABSTRACT
A qualitative approach was used to study the knowledge, attitudes, and behaviors of Family and Consumer Sciences (FCS) teachers involved in inclusive classrooms. Four FCS teachers were selected for participation in in-depth interviews, observations, and written questionnaires. Findings revealed that none of the FCS teachers had received education to prepare them for inclusion or had classroom aides to assist them. Although some negative remarks were made concerning inclusion, overall, FCS teachers reported positive attitudes toward special education (ESE) students and displayed positive behaviors. The findings indicate a definite need for FCS teachers to communicate with ESE personnel and for FCS teacher-educators to better prepare future FCS teachers for the challenges they will face when teaching ESE students.
Currently there are more than 5,000,000 children with disabilities between the ages of 6 and 12 in the United States (U.S. Bureau of the Census, 1999). Educators realize that each year more students with varying disabilities and exceptions enter school. This study was undertaken to assess the knowledge, attitudes, and behaviors of Family and Consumer Sciences (FCS) teachers involved in inclusive classrooms. This study applies to FCS teaching and to FCS teacher preparation programs.
Inclusion is a philosophy that has been adopted by most school systems throughout the country. Starting in 1990, with the passage of the Individuals with
Disabilities Act (IDEA), students involved in special education programs (ESE) were enrolled in regular classrooms rather than special education classes. Inclusion means that all services are delivered to ESE students in the regular classroom. ESE students have always been involved in FCS classes because of the specific nature of FCS content. Still, there has been limited research in this area.
Of the subjects taught to ESE students in both middle and high school, none is more important in fostering independence and developing self-esteem than those taught in the FCS classes. As Cross et al. (1993) stated, "The broadly based, holistic human ecology approach to home economics provides opportunities for educators to contribute to eliminating discrimination based on disability." (31) This statement indicates the relevance, as well as the importance, of preparing FCS teachers to include all students within their classrooms. The purpose of this study was to determine FCS teachers' knowledge, attitudes, and behaviors toward inclusion...