Download or read book Elementary Principals Attitudes Towards the Inclusion of Students with Disabilities in the General Education Setting written by Roxanna C. Ramirez and published by . This book was released on 2006 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the beginning of special education, educators have explored the topic of how best to serve students with disabilities. Only recently have schools begun to integrate students with disabilities in mainstream classrooms. Principals are now faced with deciding which students with disabilities will benefit from inclusion and how the inclusion process should be implemented. Because of the role principals play in implementing inclusion programs into their schools it is important to study how principals' perceptions of inclusion guide their decisions. This question was the foundation for the purpose of this study, which was to determine the attitudes and perceptions of Texas elementary school principals relative to including students with disabilities in general education classrooms. This study investigated how demographic information and experience affected principals' attitudes about inclusion. In addition, it also examined the principals' perception regarding the appropriateness of the placement of students based on the type of disability. The research was conducted using a Web-based survey that was developed by Praisner (2000), the Principals and Inclusion Survey (PIS). The PIS contains four sections including demographics, training, experience, attitudes toward inclusion and most appropriate placement for students with disabilities. The principals were randomly selected from the Texas Education Agency (TEA) records. The sample survey included a total of 360 principals, of which 110 completed the survey. Once the information was collected, it was analyzed using univariate analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). The results of the study indicated that demographic factors, training, and experience did not have a statistically significant affect on principals' attitudes toward inclusion. The study did find that principals' special education teaching experience had a statistically significant affect on principals' attitudes toward inclusion. The study also found that 108 of the principals that successfully responded to the section examining principals' overall attitudes toward inclusion showed a more favorable attitude toward the inclusion of students with disabilities in general education classrooms. The results from this study indicate the importance of developing educational administration programs that will prepare elementary school principals with stronger, more positive attitudes toward including students with disabilities in general education settings.

Download or read book Texas High School Principals Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom written by Troy K. Farris and published by . This book was released on 2011 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book PRINCIPALS ATTITUDES TOWARD THE INCLUSION OF STUDENTS WITH DISABILITIES IN THE GENERAL EDUCATION CLASSROOM written by Kendale Marquis White and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the attitudes of principals as it relates to the inclusion of students with disabilities in the general education setting. This study replicates and extends research in relation to principals and their attitudes toward inclusion. In addition, the researcher determined whether a relationship, if any, exists between demographic variables and their attitudes regarding the most appropriate placement for students with disabilities. A self-reporting survey entitled the Principals and Inclusion Survey was used to collect the data from 105 principals. Results revealed principals training and experience were limited, principals supported inclusive placements for students with mild to moderate disabilities, and there was a positive correlation between attitudes and training and attitudes and placement decisions. Further, the results indicate the need for quality training and experience for both pre-service and practicing principals. The results may also assist school districts as well as college/university principal preparation programs in making informed decisions regarding coursework, professional development, and practicum experiences for principals..

Download or read book Teachers Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom in a Rural School District written by Robin M. Pelt and published by . This book was released on 2020 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the research, inclusion in the general education setting is valuable to the academic and social development of students with disabilities. Teachers play a significant role in the success of students with disabilities in this setting (Coombs-Richardson & Mead, 2001; Fuchs, 2010; Test et al., 2009). Research shows that teachers display positive and negative attitudes toward inclusion based on the severity of the disability category (Cook, 2001; Ernest & Rogers, 2009). The purpose of this study was to examine teachers' attitudes toward the inclusion of students with disabilities in the general education classroom in a rural school district. An ANOVA was run to analyze teachers' attitudes based on disability category and to determine if grade level taught by teachers acts as a moderator to their attitudes. Results revealed that students' disability categories had a significant impact on teachers' attitudes and that grade level taught acts as a moderator to teachers' attitudes toward inclusion. Limitations were discussed, and recommendations for practice, policy, and research were provided.

Download or read book Teacher Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom written by Robyn Eiken and published by . This book was released on 2015 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the implementation of IDEA (Individuals with Disabilities Education Act) in 1975, educating students in the least restrictive environment has become common practice among schools. This leads to the inclusion of students with disabilities in the general education classroom. The following study evaluates the impact that inclusion has on general education teachers. 22 general education teachers were surveyed to determine how inclusion affects their attitude toward multiple variables, including stress level, planning time, enjoyment of teaching, and perceived value of students with special needs. The study found that the majority of teachers feel that students with disabilities are a valuable part of the classroom and are enjoyable to teach. The teachers feel that general education students learn better when students with disabilities are included in the classroom. However, having special needs students included in the classroom takes additional planning time and causes teachers to feel more stressed. Furthermore, the study compares the opinions of teachers with 1-10 years of teaching experience and teachers with 11 or more years of teaching experience. It is concluded that additional professional development opportunists and training should be given to general education teachers to help them successfully implement inclusion.

Download or read book Attitudes of Elementary School Principals Toward the Inclusion of Students with Disabilities in General Education Classes written by Cindy L. Praisner and published by . This book was released on 2000 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: These results suggest the importance of good inclusion practices that will ensure principals have positive experiences with students with disabilities. Further investigations are needed to help refine the variables associated with positive attitudes and experiences as well as to explore the basis for differences between disability categories.

Download or read book Restructuring for Caring and Effective Education written by Richard A. Villa and published by Brookes Publishing Company. This book was released on 2000 with total page 696 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reflecting the sweeping, extensive changes in special and general education, this book explores the foundations and evolution of inclusive education in the last decade -- a prerequisite for administrators implementing inclusion in their schools.

Download or read book An Investigation of the Attitudes of School Leaders Toward the Inclusion of Students with Disabilities in the General Education Setting written by Karen Felicia Ball and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Public laws mandating access to free appropriate public education in the least restrictive environment have been in place for decades. Yet, many students with disabilities are still educated in segregated environments that fail to provide them with quality learning opportunities and supports. Inclusive practices have been implemented in many schools. However, the extent to which these practices meet the intent of the law depends on characteristics of the school leader. The purpose of this study was to examine the attitudes and perceptions of school leaders in a Southeast United States public school district relative to inclusion of students with disabilities in the general education setting. A self-reporting survey instrument entitled the Principals and Inclusion Survey was used to collect data from 138 school principals and assistant principals. Variables selected for study included demographic factors, training and experience, attitudes toward inclusion, and perceptions of the most appropriate placement for students with disabilities. Descriptive statistics, Pearson Correlations, and multiple regression were utilized to analyze the data and to answer six research questions posed by the researcher. Results from the analyses revealed that school leaders were limited in their training and experience relative to special education and inclusive practices and that their attitudes were slightly negative. While school leaders supported more inclusive placements for students with moderate disabilities, they perceived less inclusive placements were more appropriate for students with severe and profound disabilities. Results revealed a negative correlation between the training and experience and attitudes of school leaders. Results also revealed that the most appropriate placement for students with disabilities could be predicted from knowing the approximate number of students with IEPs that are included in regular education classrooms for at least 75% of their school day. Results strongly emphasize the need for quality training and experience for pre-service and practicing school leaders. Results of this study may assist school districts and university principal preparation programs in determining the type and the extent of coursework, professional development training, and practicum experiences required for pre-service and practicing school leaders to manage the daily special education challenges they face in their schools. .

Download or read book Principals Attitudes Toward the Inclusion of Students with Disabilities in Elementary Schools in California written by Lourd Bawardi-Shomar and published by . This book was released on 2012 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated principals' attitudes toward the inclusion of students with disabilities in elementary schools in California. More specifically, this study determined the variables that have a positive relationship with principals' attitudes toward inclusion. The variables examined in the study are: principals' personal characteristics; different types of experiences; training and education; school characteristics; knowledge in special education law and terminology; and beliefs about appropriate placements for students with various types of disabilities. An online survey entitled Principals and Inclusion Survey (PIS), developed by Praisner (2000), was sent to every public elementary school principal in California with a valid email address. The intended sample was 3,839 and the actual sample size was 773. Once the data were collected, a Pearson Product Moment Correlation (PPMC) was used to determine the variables that correlate with principals' attitudes toward inclusion. The results indicated that principals in California hold positive attitudes toward inclusion. The study also revealed that principals' experience, training, knowledge in special education law and terminology had a positive correlation with principals' attitudes. However, variables related to demographics were not found to correlate with attitudes. The study recommended that there is a need for a more specific definition for the term inclusion. In addition, it emphasizes the importance of considering the variables that found to correlate with attitudes when hiring new principals and the importance of principals' training and knowledge in special education and inclusion. Finally, it recommended that principals should develop their leadership abilities to best implement inclusive practices within their schools.

Download or read book Attitudes of Secondary School Principals Toward Inclusion of Students with Disabilities in General Education Classes written by Charles Watson Smith and published by . This book was released on 2011 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The researcher's purpose of this study was to recognize perceptions of principals toward inclusion of students with disabilities in general education classrooms in secondary schools in the state of Georgia. The researcher administered to 405 with e-mail address of the 448 principals of public high schools in Georgia a modified Principals and Inclusion Survey (2000) developed by Dr. Cindy L Praisner. Returned surveys included 102 principals' complete portions of the survey with 98 completing all portion of the survey. Data gathered with this survey were used to determine the current perceptions of secondary school principals related to their experience, attitude, and impact toward inclusion in Georgia. The survey results showed Georgia secondary principals reported a positive attitude toward inclusion of students with disabilities.

Download or read book Reported Influences Attitudes and Experiences of Secondary School Principals and Their Relationship to the Inclusion of Students with Disabilities in General Education Classes written by Philip L. Domencic and published by . This book was released on 2001 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The inclusion of students with disabilities in general education classrooms has become an increasingly common practice in public education. Previous research has suggested that principals' attitudes are a significant factor in the inclusion of students with disabilities in general education classes. This study considered other influences that may affect inclusion practices.

Download or read book Elementary School Principals Involvement in Special Education written by Emmett Belden Durtschi and published by . This book was released on 2005 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School Teachers and Support Staff s Attitudes Toward Students with Disabilities in the Inclusive General Education Classroom written by Carrie Mae Yoakum and published by . This book was released on 2019 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown teachers' attitudes toward students with disabilities directly affect the students' performance in the general education classroom; however, more research is needed to determine what variables influence high school teacher and support staff attitudes. The purpose of this study was to determine the attitudes of high school general education teachers, special education teachers, and support staff toward students with disabilities in the general education classroom. The study examined multiple variables such as gender, race/ethnicity, teaching experience, educators' role, and school size; and the impact of professional development on their attitudes toward inclusion. This study used an explanatory sequential mixed-methods design. Data collection included the Inclusion Attitude Scale for High School Teachers (IASHST), developed by Ernst and Roger, and then focus groups for general education teachers, special education teachers, and support staff in order to triangulate the findings. The results of this study found that general education teachers may have a more negative attitude than special education teachers and support staff. However, it is important to note that members of each focus group described what they considered to be appropriate exceptions to including students with disabilities in the general education classroom.

Download or read book Teachers Attitudes Toward Inclusion of Students with Disabilities in the Regular Education Classroom written by Pamela K. Marks and published by . This book was released on 1997 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Attitudes of Secondary School Principals Toward the Inclusion of Students with Mild to Moderate Disabilities in General Education Classes written by Lynda D. Donahue and published by . This book was released on 2006 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Attitudes of Private Schools Principals about Inclusion of Children with Special Educational Needs written by Hiba Zakka and published by . This book was released on 2018 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The attitudes of school principals, heads of divisions, coordinators, teachers and other school staff on disabilities, affect the placement of students with special educational needs in schools. In addition to their placements, these attitudes affect the way these students are likely to be treated, and whether their right to receive quality education will be respected. In this non-experimental quantitative study, the researcher explored attitudes of private school principals about inclusion of students with special educational needs in the general education classrooms. Principals of 28 private schools (17 within the capital city Beirut and 11 outside the city) from different genders and age groups, with different experience in the field of education, answered the questions of the Principals' Attitudes toward Inclusive Education (PATIE) questionnaire (a 5-point Likert-type scale). Statistical analysis (t-test) revealed a positive attitude among the participants towards inclusion of students with disabilities without any statistically significant influence or difference among them, regardless of the principal's gender, age, location of the school, or years of experience in the educational field.

Download or read book General Education Teachers Attitudes Toward the Inclusion of Students with Disabilities written by Erika L. Bradley and published by . This book was released on 2009 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: