Thailand

Japan

t

p

M

SD

M

SD

1

Inclusion is generally a desirable practice.

3.01

0.83

3.00

0.55

−0.10

2

Students with disabilities should have the right to be in general classrooms.

3.28

0.82

3.25

0.62

−0.40

3

Given the current structure of the classroom, it is feasible to teach students with disabilities, students who are gifted, and students without disabilities in the same class with minor changes within the classroom.

2.96

0.79

2.67

0.68

−3.37

0.0005

4

Support personnel such as special education teachers, speech-language pathologists, and paraeducators should take their services into a general classroom.

3.41

0.64

3.05

0.58

−5.06

<0.001

5

Many of the activities teachers do with students without disabilities are also appropriate for students with disabilities.

2.69

0.91

2.47

0.78

−2.18

0.0152

6

The needs of students with disabilities can best be served through special classes.

3.25

0.71

2.86

0.65

−4.74

<0.001

7

The opportunity of being in a general education classroom will promote the academic growth of the student with a disability.

2.17

1.00

2.89

0.69

6.75

<0.001

8

The extra attention students with disabilities require will be to the detriment of the other students.

3.40

0.67

2.47

0.77

−11.36

<0.001

9

Inclusion offers mixed group interaction, which will foster understanding and acceptance of the differences in individuals.

3.21

0.82

3.09

0.59

−1.37

10

Classroom teachers possess the expertise to work with children with disabilities.

3.00

0.82

2.54

0.75

−4.92

<0.001

11

Isolation in a special class has a negative effect on the social and emotional development of students with disabilities.

2.89

0.89

2.29

0.66

−6.31

<0.001

12

Most students with a disability do not make an adequate attempt to complete their tasks.

2.25

0.94

2.01

0.69

−2.35

0.01

13

Inclusion of students with disabilities will require significant changes in regular classroom procedures.

3.33

0.69

2.91

0.59

−5.38

<0.001

14

The contact students without disabilities have with students with disabilities may beharmful.

2.23

0.90

1.99

0.80

−2.35

0.10

15

Students with disabilities will likely monopolize the teacher’s time.

2.12

0.92

2.60

0.74

4.73

<0.001

16

Inclusion of students with disabilities will promote their social independence.

2.98

0.81

2.97

0.61

−0.15

17

Parents of students with disabilities will present more challenges for a teacher than those of children without disabilities.

2.87

0.75

2.84

0.72

−0.35

18

Students with disabilities should be given every opportunity to function in the general education setting.

3.40

0.70

2.97

0.61

−5.57

<0.001

19

The inclusion of students with disabilities can be beneficial for students in the general education setting.

3.21

0.69

2.97

0.55

−3.19

0.00

20

Students with disabilities will probably develop academic skills more rapidly in a special education classroom.

1.73

0.70

2.77

0.68

−6.11

<0.001