Download or read book Attitudes towards inclusion of general education teachers who have and have not taught in an inclusive classroom written by Nicole P. MacCarthy and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Attitudes Towards Inclusion as Linked to Teachers Sense of Efficacy written by Nadine Randoll and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Quebec, meeting the needs of students with special needs and including these children in the general education classroom, is believed to foster their learning and social competence. Teachers have often reported that they do not always feel prepared to teach students with special needs. The purpose of this study was to examine the relationship between teachers' attitudes toward inclusion and teachers' sense of self-efficacy and the quality of the student-teacher relationship. Thirty-four teachers from the region of Montreal, teaching students with special needs in the regular French immersion classroom, responded to four questionnaires and to two open-ended questions, and shared their views and attitudes toward inclusive education. Findings revealed that a positive attitude towards inclusion was related to positive teaching efficacy. Moreover, teachers' attitude varied across disabilities. More specifically, teachers' positive attitude was related to teaching students with academic difficulties and social maladjustments. Teachers' negative attitudes toward inclusion were related to teaching students with behaviour problems and physical disabilities. Teachers also suggested that a variety of resources such as teacher assistants, academic resources and a smaller student-teacher ratio would be beneficial toward successful inclusive practices.
Download or read book Attitudes of General Education Teachers Toward Inclusion Programs written by Lisa Guy-Britt and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study was to examine the attitudes held by general education teachers toward inclusion programs. Teachers’ attitudes can impact students’ achievement and the efficacy of programs if teachers’ attitudes result in programs that are not implemented with fidelity. The attitudes held by teachers toward students can impact all levels of learning and even student socialization. The peer-to-peer interactions can be impacted by teachers’ attitudes because teachers control the culture and climate of the class, which impacts the achievement of students. If the general education teacher holds negative attitudes towards inclusion, these negative perceptions can present as inclusion programs being implemented without fidelity. There needs to be teacher “buy in” to implement programs. This would then imply that general education teachers who hold positive attitudes toward inclusion programs have the potential to provide a benefit toward the programs and student achievement. Just as negative attitudes held by teachers can negatively impact student achievement, positive teacher attitudes have the potential to positively benefit student achievement and learning experiences. Since 1975, educational institutions have had to address how best to meet the needs of students with disabilities. These efforts have taken individuals from educating students in a specialized setting solely for students with disabilities. Today, there is a spectrum of settings for students with disabilities that range from self-contained classes comprised solely of students with disabilities to the general education classroom setting. These changes to the educational system were not born from the belief that vulnerable communities should have the same access and rights as all others. Rather, these educational gains were made through legal battles, civil rights actions, and legislation. So, it is under this landscape that a community of people who were once excluded from school and community were able to participate in the public education system. The researcher conducted this quantitative research by the survey method. Analysis of the data determined what prevalent themes emerged from the data and a comparison of the data.
Download or read book Teachers Sttitudes Toward Inclusion in Relation to the Adequacy of External Classroom Support written by Stacy Anne Shaver and published by . This book was released on 1997 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Guide for ensuring inclusion and equity in education written by UNESCO and published by UNESCO Publishing. This book was released on 2017-06-05 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Teachers Attitudes Toward Full Inclusion as an Effective Instructional Strategy written by Susan Lundberg Smits and published by . This book was released on 1996 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Attitudes Towards Inclusion written by Nicole A. Cestaro and published by . This book was released on 2008 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book I Get by with a Little Help from My Friends written by Yael Rachel Shemesh and published by . This book was released on 2009 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior to federal law PL-94-142, children with disabilities typically were excluded from regular, mainstream classes. This law emphasized the least restrictive environment since research had shown that all children benefited from inclusive learning environments. In the late 1990s, New Jersey was cited as having too high a proportion of children with disabilities in segregated placements. New Jersey received a State Improvement Grant (SIG) to increase the number of students with disabilities in regular education classes. This dissertation was designed to evaluate one aspect of local school districts' program initiatives to achieve this end: teachers' attitudes and perceptions regarding inclusion. Teachers are responsible for the daily implementation of inclusion practices. Their attitudes, perceptions, and beliefs are crucial for the success of inclusion. Although findings from previous research have indicated that teachers favor inclusion, their willingness to implement inclusive practices depends on the availability of supports and resources, as well as the attitudes of school personnel. A total of 856 general education, special education, and special area teachers from seven districts in New Jersey were surveyed regarding: (a) their attitudes and beliefs about inclusion; (b) their perceived administrative support; (c) their perceived ease in meeting the needs of students with disabilities in their classroom; and (d) the factors that have helped or hindered their ability to include students with disabilities in their classroom. Quantitative (Pearson product-moment correlation, multiple regression, independent samples t test) and qualitative (content analysis) methods were used to analyze the survey data. Special education teachers had more positive attitudes toward inclusion than did general education teachers. Relationships between teachers' attitudes and perceptions, and administrative support were found for general education teachers but not for special education teachers. Years of experience working with students with disabilities did not influence these relationships. Teachers identified training, positive attitudes, and support from colleagues, administrators, and other school personnel as factors facilitating inclusive practices. Barriers to implementation included large class size, insufficient planning time, lack of support from colleagues and school administrators, student behavior and ability, and teachers' negative attitudes. Implications for practice are discussed for administrators and school psychologists.
Download or read book Teacher Attitudes Toward Inclusion written by Amanada Pennington and published by . This book was released on 2012 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the attitudes of general educators toward movement of students with special needs into general education classrooms. This study was conducted using a descriptive quantitative approach with a survey design. The total number of participants was 73 with a total return rate of 53%. Teachers were surveyed on their (a) attitudes towards students with disabilities in inclusive settings, (b) beliefs about professional roles and responsibilities, and (c) beliefs about the efficacy of inclusion. Time spent with special education teachers tended to increase teacher beliefs that students with mild to moderate disabilities can be more effectively educated in regular classrooms as opposed to special education classrooms. The vast majority of teachers responded positively to their roles and responsibilities with students with disabilities. General education teachers showed a positive belief in the efficacy of inclusion, as 80% indicated that they believed inclusion was effective due to the social skills that can be learned. Almost 20% of participants did not believe that students with mild or moderate disabilities should be educated in the general education classroom to the fullest extent possible. It is recommended that administrators address the attitudes of general education teachers. This could be done through in-service training, mentoring and allotting time to collaborate with special education teachers. More research should be done to determine reasons why teacher attitudes are negative, so that schools may work to maintain positive attitudes and successful inclusion programs.
Download or read book Elementary Teachers Attitude Towards Inclusion written by Astha Bhargav and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study has identified elementary school special education and general education teacher attitudes on inclusive education in district Kurukshetra. The general education teachers agreed significantly more than special education teachers that; students with disabilities participate in classroom activities with their peers without disabilities, that students with learning disabilities are able to participate productively in general education classroom learning activities, that inclusive education improves social skills of students with disabilities, that students without disabilities accept their peers with disabilities in the general education classroom, and that students with cognitive and learning disabilities appear to adapt behaviorally and academically to inclusive education. Lastly, the special education teachers agreed significantly more than the general education teachers that the special education room should only be used as a resource when the general education teacher cannot adequately meet the needs of the student with disabilities in their classroom.
Download or read book Teachers and Administrators Attitudes Towards Inclusion written by Leatrice Lynn Satterwhite and published by . This book was released on 2015 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined attitudes of general education teachers, special education teachers, and building administrators relative to inclusive practices. Using survey methodology, the level of agreement or disagreement of teachers' and administrators' attitude towards inclusive practices was measured in four areas: Planning, Classroom/School Environment, Collaboration/Team Partners, and Resources/Support/Professional Development. A purposeful sampling of participants, including 47 teachers and principals representing 30 elementary schools from a large urban school district in southern Maryland, voluntarily completed an Inclusive Practices Survey. The survey measured teacher and administrator attitude using a 22-item, five-point Likert scale. The quantitative questions were augmented by five qualitative questions that were an extension of select quantitative items. The data was analyzed using t-test, frequency distribution, Chi-Square-Cross Tabulation bivariate statistical test, and one-way analysis of variance (ANOVA). Analyses revealed a significant difference between special educators and building administrators in reference to Collaboration/Team Partners. Overall, a majority of the responses for both teachers and administrators were in the strongly agree and agree somewhat categories. Comparison of the results for each of the groups separately exposed that building administrators chose the highest rating of strongly agree more frequently than did the total group. General education teachers selected strongly disagree at double the rate of special education teachers and triple the rate of administrators. Results support other researchers' findings, which indicate that principals' attitudes toward inclusion were encouraging and have an influential impact on school-wide policy and practices. Implications surfaced from the findings to signify students with and without disabilities working together collaboratively, general education teachers and special education teachers sharing the responsibility for behavior management and administration, and providing ongoing support to teachers, school teams can provide the foundation for strong inclusive practices, which may positively impact the levels of academic achievement, enhance students social skills, and improve school culture and acceptance of all.
Download or read book Teachers attitudes on Inclusion in a Regular Classroom at a Selected Elementary School written by DeAnna N. Peak and published by . This book was released on 2005 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine general education teacher attitudes on inclusion in the general education classroom in a chosen elementary school.
Download or read book Teachers Attitudes Toward Inclusion of Students with Disabilities in a General Education Class written by Vanisa Brown and published by . This book was released on 2008 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book General Education Teachers Perceptions of Inclusion of Students with Disabilities in the Regular Classroom written by Sharon Ruth Stidham-Smith and published by . This book was released on 2013 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom Sharon Ruth Stidham-Smith, Ph.D. The University of Texas at Austin, 2013 Supervisor: James L. Schaller This exploratory descriptive study was conducted to examine the perceptions of general public school teachers regarding inclusion of students with disabilities in their classroom. Instruments used to measure the concepts studied include an Inclusion Inventory followed by additional open-ended questions. A sample of general education public school teachers, who have had a child with a disability in their classroom, was recruited from a Texas regional school district. The research questions asked about the teachers' educational teams, their grade level assignment, and the number of years taught; followed by open ended questions that included the participants' definition of inclusion, their experiences and challenges, training in inclusion, and the concept of the general education teacher having sole responsibility for all the students in the class. Inclusion teams were found to be an important aspect of this study. The participants reported the success (or lack of success) of their inclusive classroom often depended on their inclusion team. In particular, special education coordination with vii administration support in finding solutions for unacceptable classroom behavior, time management, and class size. Many respondents felt further preservice and inservice training on how this support can be accomplished that includes administration as well as general and special education teachers was one avenue that could help realize an inclusive classroom that was beneficial to all. What exactly would be emphasized in this inclusion training was not stated. The inclusive practices and strategies discussed in this study require further research in order to determine what could be called a 'best practice' in the inclusive classroom.
Download or read book What Every Special Educator Must Know written by Council for Exceptional Children and published by Council For Exceptional Children. This book was released on 2015-12-15 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth.
Download or read book Preparing for Inclusive Teaching written by Elizabeth Bondy and published by SUNY Press. This book was released on 2005-02-10 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: A resource to help institutions navigate the choppy waters of reform.
Download or read book Teachers Attitudes Towards Inclusion written by Brian Joseph Bondurant and published by . This book was released on 2004 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
