Download or read book Least Restrictive Environment Elementary Regular Education Teachers Perceptions of Including Autism Spectrum Disorder Students in the General Education Classroom in Rural School Districts written by Alex Rouse and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the 1970s, educational policies excluded children with disabilities from general education classrooms. Children with disabilities, such as autism spectrum disorder, were educated in separate environments from their non-disabled peers with minimum attention to the curriculum. The number of students with autism spectrum disorder increased over the years; as a result, legislation for inclusion of autism spectrum disorder students in similar learning environments with their peers intensified. Rural schools faced challenges ranging from a lack of well-trained teachers to a lack of resources, such as learning aids. Due to the gap in existing literature on general education teacher training and the availability of resources (e.g., learning aids, school administrators’ support, financial support) in rural elementary schools with ASD students, the purpose of this qualitative, interpretive study was to examine rural elementary school teachers’ perceptions about including students with ASD in the general education classroom and the teachers' perceptions about the support from administrators for including ASD students in the general education classroom in the state of Tennessee. After collecting data via online questionnaires from 17 participants, rural elementary school general education teachers in Tennessee indicated school administrators failed to create platforms where general education teachers could meet and share their experiences of teaching ASD students in general education classrooms. These general educators reported limited learning aids needed to achieve a conducive learning environment; challenges related to classroom management, limited support from school administrators, handling intense reactions, and maintaining a safe learning environment when teaching ASD students.
Download or read book Educating College Students with Autism Spectrum Disorders written by Dianne Berkell Zager and published by Routledge. This book was released on 2013 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book General Education Teacher Perceptions of Self efficacy Regarding Teaching Students with Autism in Inclusion Settings written by Jennifer H. Condrey and published by . This book was released on 2015 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Early Childhood Special Education Teachers Descriptions of Learners with Autism Spectrum Disorder with Emotional Behavioral Disorder with Developmental Cognitive Delay and with Prenatal Chemical Exposure written by Cheryl R. Rademacher and published by . This book was released on 2007 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated Early Childhood Special Education (ECSE) teachers' perceptions of learners with Autism Spectrum Disorder (ASD), Emotional Behavioral Disorder (EBD), Developmental Cognitive Delay (DCD), and prenatal chemical exposure. Participants were six ECSE teachers teaching in suburban school districts in the Midwest. Methods were semi-structured interviews, analyzed using Grounded Theory. As a comparison, an elite interview with an expert in the field was used to compare and contrast with the grounded theory data. Findings indicate respondents in this study reported less experience with students with EBS, DCD, and prenatal chemical exposure than for students with ASD. A further finding indicated a significant difference in how respondents described learners with ASD compared to the other three disability categories. Respondents in this study described students with ASD in greater quantity and richness than students in the other three disability categories. This study identifies the need the educators must address identification and instructional strategies for students with EBS, DCD, and prenatal chemical exposure through focused and specifically designed staff development opportunities. The impact of this study on the researcher personally and professionally is discussed in addition to the limitations of the study and the need for further research.
Download or read book Educating Students with Autism Spectrum Disorders written by Robin LaBarbera and published by SAGE Publications. This book was released on 2017-12-13 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating Students with Autism Spectrum Disorders: Partnering with Families for Positive Outcomes focuses on practical strategies for educating children with autism spectrum disorders in the classroom. Additional features describe how to partner with families in the implementation of many of the strategies, giving voice to parents, based on recent quantitative and qualitative research. Case studies developed from real interviews with parents and educators open each chapter, and the book focuses on what “works” and what “does not work” in their collaborative experiences. Key Features Case studies with "What Would You Do" questions offer real life scenarios that allow readers to apply their understanding of the chapter's contents to a situation they may encounter. Theory Into Practice (T.I.P) boxes promote self-reflection and an opportunity to apply material in real-world scenarios. A section of every chapter is devoted to how to collaborate with families to implement the chapter's specific strategies not just at school but also at home. Inclusion tips provide ways to implement the chapter's strategy for teachers in general education classrooms with children with ASD.
Download or read book Rural K 8 Special Education Teachers Perceptions of Their Positional Status as Special Education Teachers who Co teach with Regular Education Teachers written by Kristy L. LaPorte and published by . This book was released on 2009 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exploratory qualitative case study investigated rural K-8 special education teacher perceptions of their positional status as special education teachers who co-teach with their regular education peers. Four special education teachers participated in journal prompts, one-on-one interviews, and a focus group interview. The conceptual lens for this study was taken from Phyllis Jones' (2004) adaptation of Snow and Anderson's (2002) framework of social identity and embracement. Through this framework, two major themes emerged: special education teachers perceived their positional status as a co-teacher in a K-8 rural school as lower on the educational hierarchy than that of their regular education co-teachers and special education teachers perceived their positional status as a co-teacher in a K-8 rural school as being disconnected from their regular education peers. This study recommends that teachers should participate in professional development related to co-teaching prior to implementation of the co-taught model. They should continue to attend co-teaching in-service throughout the tenure of the team. Additionally, administrators should attend professional development in the areas of co-teaching and basic special education methodology. They should be well versed in special education mandates and offer continued support to the co-teachers by providing equal opportunities for both teachers to attend professional development, and in ensuring the equity of resources including providing each teacher with a desk, related materials, class lists, phone lists and report cards of all of the students in the co-taught classroom. Additionally, regular education teachers should attend professional development in the area of special education. They should be knowledgeable in accommodating and modifying curriculum and providing behavioral support for all students in the classroom. Moreover, regular education teachers should be able to assist in the writing of the Individual Education Plans, understand how to write goals and objectives and implement data to monitor individual student growth. Future research should focus on regular education teacher's perception of their expectations of the responsibilities of the students, both special education and regular education, within the co-taught classroom. A case study within a co-taught classroom conducted over an extended period of time would be beneficial in observing the relationship between the general education teacher and the students with special needs in comparison to the relationship between the general education teacher and the students without disabilities. Additionally, future quantitative research should investigate the relationship between administrative support and the co-teaching programming. These studies should examine if administrators who are certified in special education have a higher rate of special education teacher efficacy than those administrators without special education certifications as it was found in this study that administration plays a key role in successful outcomes of the co-taught model.
Download or read book Teacher Perceptions of Special Education and Race Disproportionality Within Special Education Classifications written by Debra J. Daly and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The lack of involvement of students with disabilities in a regular classroom has remained a major concern in education. Every year, the number of special students escalates. For instance, in the United States, students with disabilities accounted for 13.7% of all students between the ages of three to 21 by 2018 (Kositsky, 2019). According to several reports, it is evident that the lack of inclusion of these students in normal school curricula causes emotional distress, depression, withdrawal from society or suicide in some cases. Every child has the right to access quality education. Institutional leaders know that it is not a must that special students are isolated from their peers or placed in separate institutions for learning. Gaps in the existing literature have led to a confusing perception of classified students, especially those of minority backgrounds.The purpose of this qualitative singular case study is to examine the perceptions of special education and general education teachers of the students who are classified as special education in their classrooms. The biases of the teachers, as it relates to race disproportionality in special education was also looked at. The study was conducted in a suburban New York school district and will use the data collected from individual and group interviews of teacher participants, and look at the special education classification process, from both the federal and district level. Analysis of the collected data revealed key findings for this study. First, that changes in the classification process of special education students have forced a closer look into the perceptions of teachers and their implicit biases regarding the classification of special education students. Second, a disconnect in communication between teachers, administrators, and the district has caused teachers to become frustrated, which has led them to rely more on collaboration with colleagues for the support they need. Third, teachers felt that the rigors of the classification process, and the pressure to get the students in correct placements has meant that collaboration, and professional development is more necessary than ever. The implications of these findings for all stakeholders will be discussed.
Download or read book Elementary Regular and Special Educator Beliefs about Mainstreaming Students with Intellectual Disabilities Into Regular Classrooms written by Paula Ferrara-Parrish and published by . This book was released on 1991 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Considering Race and Gender in the Classroom written by Daniele Annette Eiland and published by . This book was released on 2008 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inclusion Works written by Faye Ong and published by Hippocrene Books. This book was released on 2009 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book General Education Teachers Perceptions of Special Education Students in the General Education Classroom written by Greg Gurtler and published by . This book was released on 2000 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Special Education Student Impressions of Their Class With in a class Experience at a Rural High School written by Andrea E. Westover and published by . This book was released on 2012 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed the pressures and requirements placed on schools by state and federal mandates and laws to provide a free and appropriate public education (FAPE) in the least restrictive environment (LRE) for disabled students. For the Polo R-VII High School, a rural school, special education (SPED) student impressions were collected to measure the impact of an inclusive model of LRE, class-with-in-a-class (CWC), on their success in accessing regular education curriculum with their non-disabled peers. The purpose of the study was to determine SPED student perceptions of their academic achievement and social acceptance within the CWC inclusive model. Student perceptions are an important factor in determining if the CWC model is effective in providing support services to students with disabilities at Polo R-VII. The study group included 21, 9th-12th grade SPED students. This study will show that students vary in their overall view of the CWC model in providing support services, but being included in the regular education classroom (LRE) with their peers is preferred to a SPED resource room. Student perceptions and opinions vary depending on their disability, reading grade equivalent, grade level, exposure to the model, and sex.
Download or read book Conjoint Behavioral Consultation written by Susan M Sheridan and published by Springer Science & Business Media. This book was released on 2007-08-23 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reader-friendly second edition of Sheridan and Kratochwill’s important work offers innovative applications of CBC as an ecological, evidence-based approach. In this new edition, the authors combine best practices in consultation and problem-solving for interventions that promote and support children’s potential, teachers’ educational mission, and family members’ unique strengths. A step-by-step framework for developing and maintaining family/school partnerships takes readers from initial interviews through plan evaluation. Practical strategies illustrate working with diverse families and school personnel, improving family competence, promoting joint responsibility, and achieving other collaborative goals.
Download or read book Secondary School Principals Perceptions of Inclusion for Students with Autism written by Jason Brent Conaway and published by . This book was released on 2018 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: A person’s perceptions define their reality, and behavior is based on what one believes to be real; therefore, perception is the path to belief, and one usually acts upon belief (Colaianni, 2015). According to Hallinger and Murphy (2012), “Today, we view instructional leadership as an influence process through which leaders identify direction for the school, motivate staff and coordinate school and classroom-based strategies aimed at improvements in teaching and learning” (p. 7). The purpose of this quantitative, causal-comparative study was to contribute to a body of research surrounding the perceptions of secondary school principals toward the inclusion of students with Autism Spectrum Disorder in the general education environment. To fulfill this purpose, the researcher examined the following research questions: What is the relationship between secondary school administrators’ perceptions toward the inclusion of students with autism and the number of special education credits they took in their administrative training programs, what is the relationship between secondary school administrators’ perceptions toward the inclusion of students with autism and the number of years as an administrator, and what is the relationship between secondary school administrators’ perceptions toward the inclusion of students with autism and the number of students with IEPs in their building that are in regular education classes for at least 50 % of their day? One hundred and thirty-five secondary school principals across the state of West Virginia completed the Principal’s Perception of Autism Inclusion Survey (PPAIS). Data was collected and analyzed using comparative data by means of a Wilcoxon Two-Sample Z-test. This study is significant in determining what variables affect the perception of secondary school administrators regarding the inclusion of students with autism in a general education environment.
Download or read book Perceptions of Stakeholders that Influence Decision Making Involved in Special Education Placements in the Public School System written by Mary R. Green and published by . This book was released on 1996 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Special Education Teachers Cultural Awareness and Beliefs in One Urban School District Regarding African American Learners written by Janet Willis and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's urban schools are composed of students from diverse cultural backgrounds and varying levels of academic readiness. At the same time, approximately 88% of teachers are White and middle-class. The dispositions of teachers have important educational ramifications. Teachers' beliefs structure the classroom atmosphere, influence perceptions regarding the abilities of students, and impact how they teach and expect students to learn and behave. In order to foster an accepting and productive learning environment, teachers must have cultural awareness. To ensure that all learners receive a solid academic foundation, teachers must be able to instruct dissimilar students. Special educators have been trained to work with students with unique, special needs, but the reality of today's demographics - and special education classrooms in particular - mandate that they also have the cultural knowledge to effectively serve diverse students. Perceptions and attitudes of elementary special education teachers regarding their cultural awareness and beliefs need to be explored. This study examined the cultural awareness beliefs of elementary special educators working in urban school districts located in southeast Texas. The research also needs to ascertain whether ethnicity or length of service effected such teachers' cultural awareness beliefs. Using the Cultural Awareness Beliefs Inventory (CABI) instrument, the investigator gathered self-reported data from 54 participants. The reliability and validity of the instrument were determined to be sound by previous investigators. The CABI contains eight major components: Teacher Beliefs, School Climate, Culturally Responsive Classroom Management, Home and Community Support, Curriculum and Instruction, Cultural Sensitivity, Cultural Awareness, and Teacher Efficacy. Data were analyzed using percentage analysis and one-way analysis of variance. The findings include: 1) Participants had favorable perceptions towards the School Climate, Culturally Responsive Classroom Management, and Cultural Awareness variables; 2) Participants had unfavorable perceptions regarding Teacher Beliefs; 3) In contrast to some previous research, it did not appear that teaching experience impacted cultural beliefs; and 4) Importantly, it was discerned that teachers' ethnicities yielded statistically significant effects on their cultural awareness and beliefs regarding African American special education students.
Download or read book Equal Educational Opportunity and Nondiscrimination for Students with Disabilities written by and published by . This book was released on 1997 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report focuses on issues relating to the development of individualized education programs for and placement of students who are classified as having mental retardation, learning disabilities, behavioral disabilities, or serious emotional disturbances. The U.S. Commission on Civil Rights examined present-day barriers and inequities that deny students with these types of disabilities an equal opportunity to participate in educational programs. The report analyzes and evaluates the Office for Civil Right's (OCR) implementation, compliance, and enforcement efforts for Section 504 of the Rehabilitation Act. It discusses other Federal disability laws, such as the Individuals with Disabilities Education Act (IDEA), and Title II of the Americans with Disabilities Act, to the extent that they relate to Section 504.
