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| Author | : Bridget Lindsey |
| Publisher | : |
| Total Pages | : 286 |
| Release | : 2020 |
| Genre | : Children with mental disabilities |
| ISBN | : |
| Author | : Stefani L. Doyle |
| Publisher | : |
| Total Pages | : 131 |
| Release | : 2021 |
| Genre | : |
| ISBN | : |
The purpose of this qualitative study was to investigate elementary general education teachers' perceptions of inclusive practices in two suburban school districts in Southeastern Pennsylvania. The researcher analyzed responses from 36 elementary general education teachers in two suburban school districts. The participants completed a researcher designed survey constructed of both Likert-style statements and open ended responses. Individual interviews with five participants provided insight into interviewees' perspectives on inclusive practices. Findings affirmed that general education teachers perceived themselves as responsible for the instruction of special education students when included in classrooms, as well as implementing accommodations and modifications of instructional content and the SDI in each student's IEP.Data demonstrated that special education teachers are responsible for the IEP development, however, there was data to suggest that general education teachers want more involvement in developing the IEP. Fidings identified that participants perceived a need for professional development, shared planning time, collaborative partnerships, additional staffing, and administrative support in order to successfully implement inclusion. Data supported that teachers are confident when instructing students with needs related to a specific learning disability, an intellectual disability, or high functioning autism. However, teachers did not perceive themselves as confident when instructing students with special education needs related to attention, focus, or behavior issues. The findings could potentially aid school administrators in identifying professional development initiatives and additional support structures to further enhance collaborative partnerships to best scaffold teams when including special education students in the general education classroom.
| Author | : Shanda M. Carrasco |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Inclusive education |
| ISBN | : |
The Individuals with Disability Education Act (IDEA) states that students with special needs should be educated to the maximum extent possible in the general education setting. Full inclusion practices allow students with special needs to be educated in the general education setting while receiving services for their unique needs. This study aimed to determine if general education teachers held negative perceptions toward full-inclusion practices and students with special needs. Furthermore, the study aimed to discover if there was a correlation between general education teachers' negative perceptions and the implementation of full inclusion practices. Through a Likert scale survey, current K-12 general education teachers across the United States rated 10 perception statements regarding their feelings towards full inclusion and students with special needs. The data indicated that the overall average score for respondents was in the neutral to slightly positive range. For perception statements regarding special needs students specifically, the average overall score fell more in the positive range; however, the average overall scores were negative when viewing perception statements regarding full inclusion practices. General education teachers who teach full inclusion were found to have the most positive perceptions toward full inclusion practices and students with special needs. General education teachers with full inclusion practices on their campuses had the next highest rate of positive perceptions. In contrast, general education teachers who did not work on inclusion campuses or in inclusive classrooms held the most negative perceptions. The data implies that the more exposure teachers have to full inclusion practices and students with special needs, the more positive their perceptions. It can also be assumed that full inclusion practices cannot be successfully implemented while general education teachers hold negative perceptions towards full inclusion and students with special needs.
| Author | : Marva Satterfield Miller |
| Publisher | : |
| Total Pages | : 161 |
| Release | : 2015 |
| Genre | : Inclusive education |
| ISBN | : |
"Schools and teachers are increasingly faced with meeting the needs of a diverse student population that can be successful with the general curriculum and prepared for the 21st century. As such, teacher educators assist in meeting this challenge by continuous improvement to teacher education programs preparing teachers to meet the educational needs of all students. The purpose of this study was to examine perceptions, attitudes, and beliefs of beginning elementary education teachers concerning teaching students with disabilities in general education classrooms. A mixed method study was conducted using a three part survey that solicited participant information related to personal demographics, 32 Likert-type scale questions with a certain level of agreement to attitudes, beliefs, preparation, and knowledge of inclusion. In addition, open-ended questions allowed participants to include more in-depth responses to thoughts about their overall experiences, beliefs, and support. The participants were graduates of a southeastern regional university teacher preparation program in elementary education. Demographics of participants indicated that the majority were Caucasian females, worked in general education classes, and were not required to take any special education coursework in their teacher education program. The findings suggested that although a high percentage of beginning elementary education teachers' believe in teaching and including students with disabilities in general education classrooms, many lack the necessary knowledge and skills needed to successfully engage students with disabilities in their classrooms. Findings of this study continue to emphasize the need for beginning general education teachers to receive not only more in-depth preparation at the preservice level, which supports successful transition from preparation to practice, but also increased opportunities for professional development and in-service training on meeting the needs of students with with disabilities. This study may provide a platform supporting positive attitudes towards professional teacher preparation and experiences in teaching students with disabilities in general education classrooms. By helping bridge the gap between preparation and the implementation of effective instructional practices to meet the needs of diverse learners, beginning teachers can be supported by pedagogy and evidence based educational practices learned through teacher education programs."--Abstract from author supplied metadata.
| Author | : Kelly Lynn Whitaker |
| Publisher | : |
| Total Pages | : 149 |
| Release | : 2011 |
| Genre | : Inclusive education |
| ISBN | : |
The purpose of this study was to determine if there was a difference in middle school general education teachers' perception of the inclusion of students with disabilities in general education classes. A survey was sent to general education teachers at 14 middle schools in the Northeast Georgia Pioneer Regional Education Services Agency (RESA). The answers to the survey were compiled and analyzed for the differences in teacher perceptions of inclusion. The two groups were comprised of general education teachers who have taught in inclusive middle school settings and general education teachers who have taught only in traditional middle school settings. The general question addressed in this study was: Are there statistically significant differences in the perceptions of general education teachers that teach in inclusive middle school settings and general education teachers that teach only in traditional middle school settings towards the inclusion of students with disabilities? The researcher used a t-test to determine the statistical significance between the two groups.
| Author | : Gooding Erika |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Classroom environment |
| ISBN | : |
This dissertation explores the perceptions of student–teacher relationships among students with emotional disabilities held by general and special education teachers in inclusive and self-contained settings. This research explores how teacher groups perceive these student–teacher relationships within both learning environments and to what extent differences between these settings influence this perception. The theoretical framework for this non-experimental quantitative research is based on Albert Bandura’s social cognitive theory. Quantitative data for this study was collected through an 18-question survey developed by this researcher and administered to 87 voluntarily participating teachers of students with emotional disabilities in self-contained and inclusive educational settings. When analyzing this data, linear regression models were completed to determine if factors such as group size, adult-to-student ratio, and access to supports such as social skills instruction and positive behavior interventions influenced teachers’ perceptions of relationships. Further, independent sample t-tests were completed to compare the responses of teacher groups. This study’s results suggested no significant difference between general and special educators’ perceptions of relationships, regardless of whether they taught in an inclusive or self-contained setting. Additionally, no significant difference was noted in the perceptions held by special educators in either learning environment. Factors such as group size, student-to-teacher ratio, access to social skills instruction and positive behavior support were weak and non-significant predictors of relationship perceptions held by educators. This study intends to provide information to teachers, schools, and local education agencies to support inclusive educational practices and classroom relationship-building.
| Author | : Dianne Zager |
| Publisher | : Routledge |
| Total Pages | : 346 |
| Release | : 2012-05-23 |
| Genre | : Education |
| ISBN | : 1136946578 |
Similar to a handbook in its comprehensive description of the theory and research supporting current practices in the treatment of autism spectrum disorders, this interdisciplinary text shows how the existing knowledge base can be used to explore promising new possibilities related to the field’s many unanswered questions. Key features include the following: Comprehensive – This is the first book to consider the history and current state of autism as a field in transition, to cover its varied approaches and philosophies, and to describe the interventions used throughout the developmental cycle. Cross Disciplinary – Serving students with autism necessitates communication and collaboration among professionals from several disciplines as well as family members. The editors have, therefore, brought together divergent perspectives, theories and philosophies in order to demonstrate that scientific evidence, rather than educational orientation, must determine which practices should be selected for use in particular situations. Research Based – Whereas many existing texts advocate a particular type of treatment, this one recognizes that interventions must be selected and evaluated based on the scientific evidence of their effectiveness. Integrated Methodology –Chapter authors consider findings from studies that employed single-subject designs, experimental large-scale studies, and qualitative methodology. The inter-relatedness of therapies and disciplines will be highlighted throughout. Expertise – The volume editors are all highly visible researchers in autism and developmental disabilities. Likewise, each chapter is directed by a senior, highly accomplished author who is nationally recognized for his/her work in the topic being addressed. This book is appropriate for practicing professionals in education and psychology and for speech/language therapists and other clinicians. It is also suitable as a graduate level text in these fields.
| Author | : Bryan G. Cook |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 343 |
| Release | : 2012-09-13 |
| Genre | : Education |
| ISBN | : 1780529732 |
Intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities, this book focuses on identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities.
| Author | : Thomas E. Scruggs |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 343 |
| Release | : 2008-05-19 |
| Genre | : Education |
| ISBN | : 1849505276 |
Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
| Author | : Management Association, Information Resources |
| Publisher | : IGI Global |
| Total Pages | : 1090 |
| Release | : 2021-09-24 |
| Genre | : Education |
| ISBN | : 166843671X |
Inclusion in the classroom is a growing phenomenon that covers a range of areas and subjects; with prominent discussions about race, gender, sexual orientation, and age, today’s world is increasingly focused on making sure education is designed so everyone can succeed. Inclusivity in special education is particularly important as special education covers a wide range of students, including those with physical, intellectual, and behavioral disabilities. As more research and information surrounding best practices, new technologies, and teacher education for special education is considered, it is imperative that teachers and administrators remain up to date on these innovative techniques. The Research Anthology on Inclusive Practices for Educators and Administrators in Special Education is a critical reference source that includes abundant research on all aspects of inclusion in special education as well as the latest trends, research, and studies to provide a comprehensive look at the current state of special education. Covering topics such as accessibility, educational models, teacher training, and assistive technologies, it is ideal for special education teachers, academicians, in-service teachers, pre-service teachers, professors, students, researchers, professionals, administrators, curriculum developers, instructional designers, and policymakers.
