Abstract

With their increasing popularity over the past 10 years, inclusive classrooms have become

prevalent in most schools, especially the United States. By looking at student test scores, it may

seem that schools in the San Diego Unified School District have been successful in

implementing inclusive practices. However, this case study survey research study serves to

identify teacher attitudes towards the inclusive culture and practices used at an urban elementary

school in San Diego, California. Qualitative and quantitative data was collected through a

cross-sectional survey and separated into three categories: inclusive culture, teacher training,

inclusive practices.

Keywords:​ inclusive culture, teacher training, inclusive practices