Download or read book Experiences of General Education Elementary Inclusion Co Teachers in Successful Schools A Phenomenological Study written by Sherrie Robbins and published by . This book was released on 2014 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study is to describe the experiences of general education elementary school inclusion co-teachers in schools that are successful with their special education population as defined by Adequate Yearly Progress and most recently, the College and Career Ready Performance Index. The participants were employed in a district in the metro Atlanta area. The primary research question was, "What are the experiences of general education teachers in inclusion and co-teaching classrooms in schools that have met Adequate Yearly Progress and College and Career Ready Performance Index for students with disabilities?" The three sub-questions addressed the self-efficacy, motivation, and perceptions of the teachers. Data collection included interviews, participant journals, and a focus group. Analysis followed procedures for a transcendental phenomenological study as outlined by Moustakas (1994). Four themes emerged regarding their experiences: (a) putting forth the effort to be life-long learners, (b) valuing the power of relationships, (c) thriving off of student success, and (d) setting aside frustrations and understanding the big picture.
Download or read book The Perceptions and Experiences of General and Special Education Teachers Toward Co teaching written by Sandra L. Hock and published by . This book was released on 2018 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many schools have begun implementing co-teaching involving a general and special education teacher working collaboratively together within a classroom to deliver instruction to all students within a general education classroom environment. This trend has shown progression over the last 20 years with the implementation of the Individuals with Disabilities Act (IDEA) in 2004, and No Child Left Behind (NCLB) in 2001. The purpose of this qualitative study was to research the results of studies at the elementary, middle and high school levels on the perceptions and experiences of general and special education teachers on the implementation of co-teaching and determine how these perceptions and experiences relate to implementing successful co-teaching models. Factors that will be reviewed as a part of this study are: experience, perceptions, professional development, and administrator support. The research was completed in three phases: distribution of a Likert Co-Teaching Survey, Semi-Structured Interviews and a prototype Case Study. The prototype case study was conducted in a large suburban unit school district about 50 miles west of Chicago, Illinois. The overall community population is 31,832 with a median household income of $102,987 (U.S. Census Bureau, 2014). The student population of the district is 18,209 making it the 7th largest school district in the state of Illinois. The general and special education participants in this prototype case study were from one elementary school located within the district. The review of literature supports that the perceptions of general and special education teachers have a profound impact on the success of co-teaching (Gokdere, 2012), sustains the need for adequate and on-going professional development (Austin, 2001; Cook & Friend, 1995; Cramer & Nevin 2006; Danmore & Murray 2009; Friend, 2000, 2007; Idol, 2006; Scruggs, 2007), and support the need for positive administrative support for a successful co-teaching program.
Download or read book Lived Experiences of Co teachers Including Students with Emotional Behavioral Disabilities written by Jessica Masters and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the lived experiences of elementary educators in a large suburban district who have engaged in the co-teaching model to support the reintegration of students with or at risk for emotional and behavioral disabilities from self-contained classrooms to the general education classroom. The theories that guided this research were the theory of planned behavior, developed and refined by Ajzen, and the attribution theory, developed by Weiner. Together, these theories support the connection between teacher factors, teacher perspectives, and predictable engagement in the behavior, such as supporting and facilitating inclusion for students with EBD. A sample of 10 participants, comprised of both general and special educators with the unique experience of supporting the inclusion of students previously served in self-contained behavior classrooms, through a reintegration process, from a large suburban school district, provided their perspectives and experiences through individual interviews, journaling, and participation in a focus group. Data were analyzed and coded by hand and underwent a process of phenomenological reduction, horizontalization, and clustering to identify themes and meanings that richly describe the experience of using the co-teaching model to include students with EBD. A triangulation of the data corroborated the identification of themes and subthemes. The results of this study revealed that teacher perspectives are evolving, they would like input on teaching practices, and they value the co-teaching model to support reintegration.
Download or read book The Effects of Targeted Professional Development and Teachers Attitudes in Co taught Classrooms written by Kristin Kowalczyk Johnson and published by . This book was released on 2021 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to explore the perception and lived experiences of general education teachers and special education teachers in a co-taught classroom. The study looks at the effects of targeted professional development and teachers' attitudes in co-taught classrooms at the high school level in Pennsylvania. This study is framed by the following research questions: (a) How do general education and special education teachers describe the essences of their experiences with co-teaching? (b) How do the attitudes of general education teachers and special education teachers affect the co-teaching environment at the high school level? and (c) Can a Professional Learning Community (PLC) focused on co-teaching strategies improve the perceptions of teachers toward one another and the roles each plays in the classroom? The conceptual framework that provides a foundation for this study is based on the researcher's experience over the past 17 years as a special educator in the co-teaching classroom. Looking through a social constructivist lens, the three streams that form the foundation for the current research include: legislation, effective co-teaching models, and strategies within a co-taught classroom. For the qualitative research, three dual certified teachers, twelve general education teachers, and six special education teachers participate in interviews, xii focus groups, journaling, and observations. Once data are collected, transcriptions explore themes of the lived experiences of all the general education teachers and special education teachers within the co-taught classroom. Keywords: Co-teaching, professional development, inclusion, special education, general education, professional learning community
Download or read book A Transcendental Phenomenological Study Regarding Teachers Attitudes and Efficacy Toward Students with Disabilities in a Inclusion Classroom Environment written by Kimberly Lovett Edwards and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to understand elementary-level general education teachers’ attitudes and efficacy regarding teaching students with disabilities in an inclusion classroom environment. Bandura’s self-efficacy theory guided this study of teachers’ relationships with their attitudes and efficacy levels with educating students with disabilities in the inclusion classroom environment. The research questions addressed the teachers’ attitudes toward the inclusion of students with disabilities in the inclusion classroom environment. Ten teachers from local elementary public schools participated in individual interviews, and 4 engaged in a focus group interview. The individual and focus interviews were recorded, digitally transcribed with a qualitative computer software program, and examined to determine rich codes and themes. Five themes emerged from data analysis—addressing challenges of teaching students in the inclusion environment, addressing benefits of teaching students in the inclusion environment, effectiveness of professional development or training opportunities, general education teachers’ perceptions of their self-efficacy, and administrators’ support in the inclusion environment—showing the benefits, challenges, and participants’ thoughts of teaching in the inclusion classroom environment. The participants outlined the importance of professional development and administration support to teach students with disabilities in the inclusion classroom setting. Overall, the themes provided a rich and nuanced understanding of the attitudes, experiences, and efficacy of general education teachers in teaching students with disabilities in the inclusion classroom environment.
Download or read book Inclusive Education written by Suzanne E. Wade and published by Routledge. This book was released on 2000-03-01 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusive Education includes two sections: readings and cases. The readings present approaches for creating inclusive classrooms and schools; their purpose is to give prospective and practicing teachers background information in curricular, instructional, assessment, and collaborative problem-solving strategies that foster inclusive education. The Casebook consists of "An Introduction to Cases" and 14 teaching cases based on actual events as experienced by the case authors that describe in rich detail the experiences of parents, students, and teachers related to inclusive education. Most of the cases pose problems or dilemmas to be resolved--including the struggles of parents seeking inclusive education for their children; students' attempts to succeed in general education classrooms; special educators', principals' and teachers' experiences as they collaborate in moving toward inclusive programs; and teachers' concerns for the future success of their students.
Download or read book The Evolution of a Partnership written by R. Lynne Ruvalcaba and published by . This book was released on 2015 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education has undergone a tumultuous evolution as American society grapples with the most appropriate way to educate students with special needs. Schools and school districts, guided by state and federal regulation, have begun integrating special needs students into general education classrooms as a means of providing a free and appropriate education in the least restrictive environment. While this inclusion has taken many forms, co-teaching is currently the most popular methodology employed in secondary schools. In the co-taught classroom, all students are served by both a general and a special educator tasked with providing access to the curriculum and appropriate modifications to make access possible for special education students. Research on the practice of co-teaching has, to date, been inconclusive. Little is understood about how co-teaching partnerships mature and how the evolution of those partnerships impacts teachers participating in those relationships. The purpose of this transcendental phenomenological study was to examine the perceptions and behaviors of teachers involved in co-teaching partnerships, the evolution of those partnerships, and the effects of teacher perceptions on instructional methodologies employed in the classroom. Sixteen teachers involved in eight different co-teaching partnerships at the secondary school level participated in the study. Analysis of data collected through interviews, classroom observations, and collection of artifacts yielded four major themes and sixteen sub-findings as part of those themes. The key findings of this study emphasized the need for strong personal bonds between educators in co-teaching partnerships, the relatively short span of maturation for successful pairings, the powerful role co-teaching plays in professional development of the participants, and the institutionalized disparity between general and special educators. These findings were the foundation of recommendations for improving the co-teaching experience as well as suggestions for further research to better understand the co-teaching phenomena.
Download or read book A Case Study of Co teaching Between a Regular Education Teacher and a Special Education Teacher in an Elementary School written by Kathryn A. Mickelson and published by . This book was released on 2008 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher isolation continues to be a product of a strong school culture belief system that creates a professional challenge for educators attempting inclusive educational practices, particularly co-teaching partnerships between special education teachers and regular education teachers (Friend & Cook, 2004.) This case study specifically looked to understand how school culture influences co teaching collaboration efforts between a special education teacher and an elementary education teacher (Schein, 2004) where inclusive practices are implemented that have a positive impact on student learning for all students, especially students with disabilities. The study illustrates that it is possible to eliminate a traditional two track educational system between regular education and special education and to create an integrated culture where the two became fused as one. This elementary school was assigned a principal who believed a supportive school culture was best for students, teachers, and support staff and took this opportunity to create a more inclusive and collaborative environment. With the emphasis on inclusion, the principal fostered staff buy-in and established ownership with the staff by helping them focus on how to provide differentiated instruction to all students in regular education classes, including students with disabilities (Zigmond, 2001). In this collaborative school environment, a co-teaching partnership between a special education teacher and a 5th grade elementary teacher is considered to be a successful partnership. Having two highly qualified teachers willing to change how they teach in order to provide differentiated instruction and interventions helps meet the individual needs of the diverse student population in this 5th grade regular education classroom.
Download or read book Teaching in Tandem written by Gloria Lodato Wilson and published by ASCD. This book was released on 2011 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical guide for teachers and administrators shows how general and special education teachers work together to boost student achievement. Includes real-life scenarios.
Download or read book A Phenomenological Study written by Erica J. Foster and published by . This book was released on 2021 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, phenomenological study was to explore the lived experiences of general education teachers' perceptions and barriers associated with inclusion education.
Download or read book A Phenomenological Study of Inclusive Environments from the Perspective of Rural Middle School General Education Teachers of Students with Emotional and Behavioral Disorders written by James Barr and published by . This book was released on 2014 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study explored the shared experience of rural middle school general education teachers of students diagnosed with emotional and behavioral disorders (EBD) in inclusive classrooms. The study began by examining related issues associated with inclusive environments. Data analysis was structured around phenomenological organizational methods: that there exists within the phenomenon a descriptive experience, and within that experience there are voids of possible explanation and interpretation. The research incorporated observations, interviews, and documents as forms of data collection. This inquiry sought to uncover the ways in which general education teachers who serve students diagnosed with emotional and behavioral disabilities find meaning. It utilized essential themes that characterize the phenomenon through the use of rich and descriptive writing. Moreover, it employed systematic data analysis procedures and established guidelines for assembling the textual and structural descriptions. Data analysis was conducted through coding, peer review, triangulation, and enriched description. Finally, I provided suggestions for areas of future study framed around issues of educational practices.
Download or read book A Phenomenological Study of the Shared Lived Experiences of Students with Disabilities in Inclusion Classrooms written by Michelle Brown and published by . This book was released on 2022 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the lived experience of inclusion for students with disabilities regarding the practice of inclusion at a rural middle school in Southwest Virginia. The theories guiding this study were Vygotsky’s sociocultural theory of cognitive development and Maslow’s hierarchy of needs. The central research question for the study was: What are the shared lived experiences of students with disabilities in an inclusion classroom? Other questions addressed social and academic experiences of students with disabilities in inclusion classrooms. The study took place in intermediate and middle schools in rural Southwest Virginia. Purposeful sampling was used to select a group of students with disabilities that could provide information. The sample included thirteen, fifth through eighth grade students between the ages of 10 and 14. Data were collected through individual interviews, observations in the inclusion classroom, and a focus group of students with disabilities, which allowed triangulation. The researcher examined the data for themes regarding the lived experience of inclusion for students with disabilities in fourth through eighth grades. Analysis of the data provided three themes including, relationships, equity, and acceptance. The major factor that contributed to the success of inclusion and feelings of social acceptance and academic gains among the participants was the attitude of the teacher. The participants described feeling accepted and achieving success academically due to their teachers’ positive attitudes. In addition, the participants described the learning atmosphere and described the different strategies implemented by the teachers to help them succeed.
Download or read book Inclusive General Education Teachers Perspectives on Inclusion written by Katherine Victoria Flores and published by . This book was released on 2012 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to describe the characteristics and behaviors of inclusive general education elementary teachers who were including a student with significant disabilities in their classes. In-person interviews of the three general education elementary school teachers were conducted and transcribed. In addition, the author observed the teachers at least seven different days throughout the spring semester and collected artifacts as well. All data compiled were analyzed using categorical coding procedures to identify themes related to the teachers' attitudes. The themes that emerged included: a strong sense of classroom community, giving choices, utilizing engaging activities, having high academic expectations for all students, the teacher's personal experience with people with disabilities, intentional teaching methods, collaboration between the general education teacher and the special education teacher, and the relationship between the paraeducator and the general education teacher.
Download or read book Enrichment Clusters written by Joseph S. Renzulli and published by Routledge. This book was released on 2021-09-03 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enrichment clusters engage students and facilitators in student-driven, real-world learning experiences. Grouped by interest, students working like practicing professionals apply advanced content and methods to develop products and services for authentic audiences. Clusters are scheduled during the school day over an extended period of time and involve all students. This updated second edition of Enrichment Clusters provides the rationale for including this important enrichment program for all students, suggestions for creating buy-in, and a step-by-step guide for successful implementation of a self-sustaining enrichment cluster program within the context of specific schools. Included are staff development activities, suggestions for evaluation and program improvement, guidelines for developing high quality cluster experiences for teachers and students, suggested resources, and everything one needs to develop, implement, and sustain a top-quality enrichment cluster program.
Download or read book General Educators Attitudes Toward Inclusion and Their Corresponding Adaptations to Curriculum written by Lynda Olson and published by . This book was released on 2011 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current phenomenological study was to identify how general education teachers' attitudes about inclusion affect the use of adaptations for students with disabilities when participating in the general education setting. Participants were nine female general education teachers in one of two primary schools in a middle-size urban school district located in Northeastern Minnesota during the 2009-2010 academic year. Results indicated educators' attitudes were affected by their perceived ability to teach students with disabilities. Other influences included: integrated classroom management, benefits of integration, benefits of special vs. integrated education, and disability type. Factors affecting the use of adaptations were the type of adaptation, student factors, resource factors, adaptation factors, teacher factors, and perceptions of successful adaptations. Suggested areas of need include districts providing additional resources to support the inclusion of students with disabilities. Implications for current practice include further training of per-service and in-service educators, identifying resources necessary to train classroom aides in administering adaptations, and identifying specific resources and how to implement them into various school settings. Implications for future research include further investigation of inclusion patterns based on disability type and further study of teacher perceptions of successful adaptations.
Download or read book Special Educators Experiences of Change Through Inclusive Education written by Monique Somma and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological case study explored the change experiences of special education teachers who have transitioned from teaching in self-contained classes to inclusive class settings. Ten educators completed surveys and participated in a focus group. Of the original ten, five chose to participate in individual interviews. Descriptive statistics and focus group themes indicated that all ten of these educators had experienced shifts in their pedagogy and their overall beliefs and teaching methods for students with exceptionalities in inclusive classrooms. Data collected from the five individual interviews was combined using a descriptive phenomenological method, to create a single collective description that illustrated the change experience of special education teachers from segregated education for students with exceptionalities to inclusive education settings. The overall findings indicated that despite their special education training, these educators were challenged by their own beliefs and expectations, the attitudes of others and systematic barriers in the education system. They were equally surprised by the academic and social performance of students with exceptionalities in inclusive classes, as well as, the growth and development of the other students, and the overall pedagogical shifts they recognized in themselves. These findings suggest implications for professional development and training with special education teachers for inclusive practice. As well, opportunities to maximize the skills of these educators in a Professional Learning Community (PLC) and in mentorship opportunities within their schools where they serve as experts working with their colleagues is recommended. Consideration is also given to how these implications affect all educators as schools become more inclusive environments. From examining the literature on inclusion and teacher change and the findings of this research, a graphic representation titled The Inclusive Educators' Continuum of Change was developed to illustrate the change experience of these special educators. This figure can provide special educators with a framework for which to map their own change experience. Further research to establish whether this graphic representation applies to all educators in inclusive settings is needed.
Download or read book Beginning Elementary Education Teachers Perceptions Concerning Teaching in Inclusive Classrooms written by Marva Satterfield Miller and published by . This book was released on 2015 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: "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.
