Teacher's Perceptions of the Effectiveness of Inclusive Education Training in the Marquette-Alger Intermediate School District
| Author | : Anne Marie Pecotte |
| Publisher | : |
| Total Pages | : 454 |
| Release | : 1991 |
| Genre | : Mainstreaming in education |
| ISBN | : |
Teachers Perceptions Of The Effectiveness Of Inclusive Education Training In The Marquette Alger Intermediate School District
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Teacher Efficacy
| Author | : Corrine Alicia MacDonald |
| Publisher | : |
| Total Pages | : |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
The current study presents data about beliefs on teacher efficacy related to inclusive practices. Data was collected from teachers employed in two districts within the province of Newfoundland and Labrador, Canada, during the 2012-2013 school year. Perceived teacher efficacy to teach in inclusive classrooms was measured by the Teacher Efficacy for Inclusive Practice (TEIP) Scale developed by Sharma, Loreman, and Forlin, (2012). Under investigation were teacher perceptions of their ability to implement inclusive practices, to work with parents and other professionals, to work with students with special education needs, and to deal with disruptive behaviours in the classroom. Also explored was whether any significant differences existed in Newfoundland and Labrador teachers' perceptions of their ability to implement inclusive practices based on teacher age, gender, years of teaching experience, highest level of education, teaching area (primary, elementary, intermediate, high school), years of teaching experience with students diagnosed with disabilities, school district, and/or whether the school they worked in was in a rural or urban area. Two hundred and sixty two teacher participants (59 men and 203 women) in the K-12 school system took part in the study. Overall, the results showed that the teachers surveyed believe their practice is effective in an inclusive setting. Teacher participants reported no differences in efficacy of overall inclusive practice, efficacy of using inclusive instructions, and efficacy in collaboration. However, managing disruptive behaviour was shown to be an area where male and female teachers differed in their reported self-efficacy of practice. Male participants reported higher efficacy in managing disruptive behaviours in the classroom than female teachers. The findings suggest there may be a need for further teacher education and/or professional development opportunities related to managing disruptive behaviours in the classroom.
A Knowledge Base for Teacher Education and Development
| Author | : Man Tak Chan |
| Publisher | : Springer |
| Total Pages | : 372 |
| Release | : 2002 |
| Genre | : Teachers |
| ISBN | : 9789629490997 |
Elementary Teachers' Perceptions about Implementation of Inclusive Education
| Author | : Isa Korkmaz |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students' disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers' quality but also the school administrators'. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. [This study was supported by The Scientific and Technological Research Council of Turkey (TUBITAK).] (Contains 8 tables.).
Exploring the Impact of a University and School District Partnership on Teachers' Perceptions of Inclusive Education and Mentorship
| Author | : Rosalinda Jauregui Larios |
| Publisher | : |
| Total Pages | : 117 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
Inclusive education in public schools is intended for all students, regardless of their ability, race, documentation status, or gender. Although laws and policies have shifted to ensure that children are allowed a free and appropriate public education in the least restrictive environment, teachers do not always have the adequate training to accommodate their students' needs, resulting in low teacher morale. Additionally, there is a teacher shortage crisis (Darling-Hammond, 2010) which has led to declining enrollment in teacher preparation programs causing local education agencies to be unable to fill certain positions (Carver-Thomas & Darling-Hammond, 2017). To mitigate this phenomenon, this qualitative study explored how a teacher preparation program collaborated with local school district to empower veteran teachers to work with beginning teachers. The present study unravels the complexities associated with inclusive education and mentorship. Taking the Inclusive Bioecological Model (Anderson, Boyle, & Deppeler, 2014) into account, an Expanded Inclusive Bioecological Model was developed to better understand the contextual factors that could potentially influence teachers' ability to meet the needs of all their students. Various data, including interviews, focus groups, and a survey, were collected in an earlier phase and were analyzed. The findings highlight how the macrosystem impacts the proximal processes between people, power, the context, and time. The lessons from this iteration of the project could serve as a conceptualization of what veteran teachers need and would like to successfully implement inclusive evidence-based practices. School districts and universities should continue to look at ways to collaborate and provide ongoing support for teachers at various phases of their careers. This project was an example of the positive impact that partnerships could have teachers' perceptions about collaborating and revisiting their own praxis.
Exploring the implementation of inclusive education in the pinetown district school
| Author | : Patrick Mweli |
| Publisher | : GRIN Verlag |
| Total Pages | : 139 |
| Release | : 2012-10-18 |
| Genre | : Education |
| ISBN | : 3656293082 |
Master's Thesis from the year 2009 in the subject Pedagogy - Pedagogic Psychology, University of KwaZulu-Natal, course: Master of Education, language: English, abstract: The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners' experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms. The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners' experiences within classroom environment. Each group consisted of eight learners; that is, four males and four females. Focus group one was selected from grade seven; the second focus group from grade eight and the third group from grade nine. The class teachers of the selected classes were requested to take part in the interview sessions. The sessions intended to gather information on teachers' views about classroom environment and how it impacts on their implementation of Inclusive education.
Effects of an Inclusion Professional Development Model on Inclusion Knowledge and Perceptions of Regular Middle School Educators
| Author | : Dr. Otelia A. Royster |
| Publisher | : Xlibris Corporation |
| Total Pages | : 45 |
| Release | : 2012-12-19 |
| Genre | : Education |
| ISBN | : 1479762792 |
Effective changes do not come without a cost. Consistent monitoring and support requires open communication, and responsive action. It is critical to clearly define the responsibilities of regular and special educators, and to commit time and resources for continued professional development. In a time of increasing accountability and ever-changing priorities, educators must continue to be an advocate for positive change. Finally, the inclusion of students with disabilities is a matter of law
Training as a Moderator in the Relationship Between Teachers' Perceived Available Time and Their Support of Inclusive Practices
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2003 |
| Genre | : |
| ISBN | : |
This study examined the relationships between teachers' perceptions of current school practices and their support for moving toward more inclusive practices at their school. An inclusion support scale was used to determine teachers' support for inclusion. It was predicted that teachers' perceptions of their school staff's training would moderate the relationship between teachers' perceptions of staff's available time and their support for moving toward more inclusive practices at their school. Although teachers' perceptions of their school staff's available time were related to their perceptions of inclusion, the relationship was not moderated by teachers' perceptions of their school staff's training. The current study also examined teachers' ratings of the helpfulness of 21 inclusion strategies. A reduction of class size based on the needs of the classroom was rated most often as a helpful inclusion strategy, and an exploratory factor analysis revealed support for a three-factor model. Results are discussed in terms of implications for effective strategies to support teachers in inclusive classrooms and future research on teachers' perceptions of inclusion.
Enhancing Inclusive Instruction
| Author | : Tracie Marcella Addy |
| Publisher | : Taylor & Francis |
| Total Pages | : 210 |
| Release | : 2024-03-15 |
| Genre | : Education |
| ISBN | : 1003862047 |
Enhancing Inclusive Instruction centers the voices of students of diverse backgrounds to explore how instructors can approach equitable, inclusive teaching. Grounded in student perspectives, this book is a powerful call to action for instructors to listen to the voices of their learners, take steps to measure the impact of their approaches, and meaningfully reflect on their efforts. The authors provide practical tools that instructors can use to obtain ongoing feedback on their inclusive teaching efforts, and supply guidance on difficult and emerging topics such as how instructors from diverse backgrounds can navigate inclusive teaching in academe, as well as the implications of generative artificial intelligence on equity and inclusion. Modeling the importance of continuous growth, Enhancing Inclusive Instruction provides the knowledge and skills to further any college instructor’s inclusive teaching journey.
