Perceptions of Inclusion by U.S. Virgin Island Educators

Yegin Habtes, Lois Hassell-Habtes, Charles H. Beady, Jr.


The US Virgin Islands Department of Education receives funds from the United States Federal Government and must abide by educational laws that the government develops. The purpose of this research is to assess the attitudes and preparedness of school personnel employed by the US Virgin Islands Department of Education to support federal mandates such as Inclusion, as intended and in accordance with the reauthorized Individuals with Disabilities Act of 2004. For the purpose of this study, some 575 Inclusion Questionnaires were completed (totaling 20% of VI school personnel). This included 10 principals, 346 general education teachers, 47 special education teachers, 25 vocational teachers, eight (8) school psychologists, six (6) counselors and 81 other or paraprofessionals. Results indicate that school personnel attitudes and beliefs are similar regardless of their position in the school system, age or years of experience. Solutions to developing and maintaining inclusive public school settings are discussed.

Keywords: Inclusion, Full Inclusion, Disability, Inclusionists, Attitudes, Education


Inclusion; Full Inclusion; Disability; Inclusionists; Attitudes; Education

Full Text:



Copyright (c) 2012 Yegin Habtes, Lois Hassell-Habtes, Charles H. Beady, Jr.

Beginning with Volume 36, Issue No. 4 (2016), Disability Studies Quarterly is published under a Creative Commons Attribution-NonCommercial-NoDerivatives license unless otherwise indicated. 

Disability Studies Quarterly is published by The Ohio State University Libraries in partnership with the Society for Disability Studies.

If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact the web manager, Terri Fizer.

ISSN: 2159-8371 (Online); 1041-5718 (Print)