Perceptions of Inclusion by U.S. Virgin Island Educators

Abstract

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