Download or read book A Survey of Attitudes of Secondary Regular Classroom Teachers Toward Mainstreamed Hearing Impaired Students written by Jane Ford Chapman and published by . This book was released on 1984 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Attitudes and Competencies of Regular Classroom Teachers Concerning Mainstreamed Hearing impaired Students in Wyoming written by Siriparn Sriwanyong and published by . This book was released on 1989 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Attitudes written by Marjorie Powell and published by Routledge. This book was released on 2018-06-12 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Download or read book A survey of attitudes and adaptations of regular classroom teachers integrating hearing impaired students in junior and senior high classes in Nova Scotia and New Brunswick written by Clare Louise Britten and published by . This book was released on 1988 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Attitudes of Classroom Teachers Toward Mainstreaming Hearing impaired Pupils written by Richard Arlin Johnson and published by . This book was released on 1984 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Attitudes Among Teachers of Hearing impaired Students Toward a Bilingual esl Model for Deaf Education written by William Thomas Haselton and published by . This book was released on 1990 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Hearing impaired Children in Regular Classrooms written by Peter M. Blackwell and published by . This book was released on 1983 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide is designed to assist regular classroom teachers in helping the hearing impaired child to master the English language. It is noted that the hearing impaired population is not homogenous. Different factors involved in the decision to place a hearing impaired child in a regular classroom are considered. The types of language problems hearing impaired children experience are enumerated, including problems with the function and structure of language. The need for a comprehensive assessment and the development of an individualized education program for hearing impaired children are highlighted. The assessment should include psychological, medical, audiological, and speech and language evaluations conducted by qualified professionals. Language programming at the elementary and secondary school levels is discussed with emphasis on the establishment of appropriate goals. It is concluded that whatever the reason for placing a hearing impaired student in a regular classroom, the task of helping that child move through the difficult process of mastering the English language is a great responsibility. (RW)
Download or read book Teacher Attitudes Toward the Mainstreaming of Secondary Students written by John Douglas Cressey and published by . This book was released on 1983 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of General Education Teachers on the Inclusion of Students who are Deaf Or Hard of Hearing in the General Education Classroom written by Rebecca Lynn Roppolo and published by . This book was released on 2016 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many deaf and hard of hearing (D/HH) children receive their education primarily in the general education classroom with the majority of their academic instruction provided by a general education teacher. The purpose of this study was to investigate how general education teachers in the southeastern region of Mississippi perceive D/HH students included in the general education classroom. Specifically, this study was designed to explore the attitudes of general education teachers toward the inclusion of students with hearing loss, evaluate their feelings of preparedness to teach this unique population, and to identify the type and quality of services currently being provided to D/HH students in this region. Data for this research study was collected through an anonymous online survey that was electronically sent to general education teachers throughout southeastern Mississippi. The results from this study suggest that general education teachers have an overall positive attitude toward the abilities and characteristics of D/HH children and the inclusion of D/HH students in the general education classroom. Despite reporting a positive attitude, many general educators surveyed indicated feeling unprepared to teach students with hearing loss. They also reported that the students with hearing loss at their schools are receiving adequate services, although the majority of students are not receiving services from a teacher of the deaf. Study results suggest that better education is needed for all educators to be aware of the importance of D/HH children receiving services from a teacher of the deaf. --Page iv.
Download or read book Factors Associated with the Attitudes of Nondisabled Secondary School Students Toward the Inclusion of Peers who are Deaf Or Hard of Hearing in Their General Education Classes written by Hsin-Ling Hung and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The main focus of the study was to explore the effects of selected factors such as contact experience, closeness, class norms, class setting, grade level, and gender on nondisabled secondary school students' attitudes toward inclusion of peers who are deaf or hard-of-hearing in general education classrooms. Additionally, the perspectives of students who are deaf or hard-of-hearing are included for a broader understanding of the issues examined in the study. A correlational research design was utilized. To recruit participants, a purposive sampling approach was employed. A survey approach with direct group administration was the means for data collection. The Inclusion of Deaf or Hard of Hearing Students Inventory, a researcher-developed instrument, was the instrument for data collection. Participants represented either inclusive/mainstreaming or general education classes at each grade level from grades six to twelve in a midwestern urban school district. A total of 100 students participated in the pilot study, and 260 participated in the formal study. Because of the item nonresponse issue, a hot deck imputation technique was employed for missing data treatment on data collected from the nondisabled participants. The complete data set with imputed values was subjected to several statistical analyses, including item analysis, factor analysis, independent sample t-test, comparing means, ANOVA, and multiple regression analysis including one step simultaneous and two block simultaneous entry. The data obtained from the students who are deaf or hard-of-hearing were synthesized to add another perspective on the inclusion issues. The results derived from the data from nondisabled participants support the major tenets of contact theory applied in the study. The results indicate that students in inclusive classes showed more positive attitudes than students in general education classes, and students who had more prior contact experience with persons with disabilities, particularly students who are deaf or hard-of-hearing, had more positive attitudes than those who had less contact experience. Moreover, among the factors investigated, the degree of closeness was the most important variable on the regression models. The perspectives of students who are deaf or hard-of-hearing supported the findings based on the data collected from nondisabled students.
Download or read book Survey of Teacher Attitudes Toward Vocational Development of Deaf Students Among the Elementary and Secondary Grade Levels written by Robert J. Gregory and published by . This book was released on 1984 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book General Education Teacher Efficacy and Attitudes Toward the Inclusion of Deaf and Hard of hearing Students written by Edith Milovanovic and published by . This book was released on 2015 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Deaf and hard-of-hearing students are steadily being fully included into general education classrooms based on the federal Individuals with Disabilities Education Act. As a result, this mixed methods study examined the relationship between teacher efficacy and attitudes towards inclusion of DHH students, effects of inclusion on DHH students, and how teacher beliefs about DHH students affect their expectations in comparison to general education students. A purposeful sample of 120 (7-12th grade) general education teachers within the same school district in Southeast Texas were administered the Teachers' Sense of Efficacy Scale (TSES) and the Attitudes Toward Teaching All Students (ATTAS-dhh). In addition, classroom observations and semi-structured follow-up interviews of a purposeful sample of general education teachers working and DHH students were conducted. Findings indicated a negative correlation between efficacy and attitudes toward the inclusion of DHH students; teachers' reported their expectations were the same for all students: DHH students reported a preference to being included into general education classrooms; and there was a need for general education teachers to receive training concerning instructional strategies and use of technology in the classroom.
Download or read book A Survey of Regular Education Teachers Experiences Teaching Mainstreamed Hearing impaired Students written by Ricki C. Radenheimer and published by . This book was released on 1991 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Attitudes Toward the Mainstreaming inclusion of Deaf Or Hard of Hearing Students written by Gregory J. Pearson and published by . This book was released on 2002 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 906 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Satisfaction Among Itinerant Teachers of the Deaf and Hard of Hearing written by Jennifer L. Peshlakai and published by . This book was released on 2016 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers of the deaf and hard of hearing have served Arizona since 1912 when the Arizona School for the Deaf and Blind opened in Tucson, Arizona. Several decades later the Phoenix Day School for the Deaf was established in the Phoenix metropolitan area. To reach deaf and visually impaired students in the rural areas of Arizona, itinerant teachers travel from school to school, providing instruction and consultation with families and school personnel. The purpose of the study was to examine the perceptions and attitudes of itinerant teachers of the deaf and hard of hearing as to job satisfaction. Four research questions addressed the roles and responsibilities of itinerant teachers: extent of teacher participation in professional development activities; the opinions and attitudes of teachers toward their work; and additional comments and concerns. To answer these questions, 43 participants from five cooperatives established by the Arizona State School for the Deaf and Blind responded to a modified version of the 2007-2008 Schools and Staffing Survey regarding itinerant teacher job satisfaction. Two open-ended questions made this survey a mixed methods study of both quantitative and qualitative data. It was found itinerant teachers worked with students with a variety of hearing losses and educational needs; worked with regular classroom teachers and other school personnel; planned, assessed, and kept records; coordinated and conducted consultation and IEP meetings; worked with parents; provided technical support; traveled to different schools to work with students; provided accommodations and modifications; and provided direct instruction to DHH students. As to professional development, participants found language strategies and content of subjects taught to be useful and most attended. Ninety-one percent of the cooperative teachers seemed satisfied as a teacher. They felt support from administration, were satisfied with how the cooperatives were managed, and agreed that they were recognized for their efforts. Some of the concerns from teachers were their salary, the paperwork involved with itinerant teaching, and the limited amount of resources available to them. Overall, the findings of this study provided a baseline of information that suggest more work needs to be done related to job satisfaction of itinerant teachers.
