Download or read book Teacher Perceptions of the Relationship Between Inclusive Education and Reading written by Emma Oster and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Predictive Relationship of Middle School Teachers Self efficacy and Attitudes Toward Inclusion and the Reading Achievement of Students with Learning Disabilities written by Robyn Leontyne Davis and published by . This book was released on 2015 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this non-experimental, quantitative research study was to examine if a predictive relationship existed between general educators' perceived self-efficacy, attitudes toward inclusion, and the reading achievement of special needs students in an urban school district in the Midwestern United States. A convenience sample of 65 middle school reading teachers participated in the study. The theory of planned behavior, self-efficacy theory, and social cognitive theory provided a theoretical understanding of how inclusion affects the attitude and behaviors of teachers. Attitudes and beliefs affect behavior by determining what a middle school teacher does and does not do, thereby affecting what the student with a disability receives in the classroom. A simple linear regression was used to test the hypotheses according to scores generated from the Teachers' Sense of Efficacy Scale (TSES) short form and the Scale of Teachers' Attitude Toward Inclusive Classrooms (STATIC). The results of both simple linear regression analyses determined that neither the TSES nor the STATIC were found to be significant predictors of the change in Ohio Academic Achievement (OAA) reading test scores during the 2012-2013 school years. The results of this study added to the knowledge base of the field by examining the predictive relationship between teacher perceptions of their self-efficacy, attitudes, and regarding inclusion and the reading achievement of special education students that have been included in a general education classroom for reading instruction.
Download or read book Effective Inclusive Classrooms written by Ozlem Erten and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: On the other hand, students with reading difficulties reported less incidents of verbal bullying victimization in classrooms of teachers with higher student engagement and predominant teaching styles. Limitations are discussed in light of general conceptual and methodological issues regarding inclusive education research. Implications of this study have the potential to shed light on the nature and quality of teacher training and support in inclusive education." --
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 The Essential Special Education Guide for the Regular Education Teacher written by Edwards Burns and published by Charles C Thomas Publisher. This book was released on 2007 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Individuals with Disabilities Education Act (IDEA) of 2004 has placed a renewed emphasis on the importance of the regular classroom, the regular classroom teacher and the general curriculum as the primary focus of special education. This book contains over 100 topics that deal with real issues and concerns regarding the regular classroom and the special education process. These concerns range from requirements for referring a child for an individual evaluation, school discipline, classroom-based assessment, IEP meetings, inclusion and mainstreaming, and various legal requirements relating to IDEA, Section 504 of the Rehabilitation Act of 1973, and the No Child Left Behind act. It stresses the importance that every child with a disability must have goals to enable the child to be involved in and make progress in the general education curriculum.OCO Other issues interspersed within this text include classroom needs, the planning of individualized education programs, and participation in all aspects of the general curriculum. In order to achieve these goals, support for the regular classroom teacher must be provided so that children with disabilities can be involved in, and make progress in, the curriculum and participate in nonacademic activities."
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 Teaching Students with Severe Disabilities written by David L. Westling and published by Prentice Hall. This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.
Download or read book Reading Instruction for Students with Intellectual Disabilities written by Agatha Lee Gibbons and published by . This book was released on 2019 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be of sufficient worth (Aldridge, 2014; Kluth & Chandler-Olcott, 2008). Such misperception may lead to insufficient and/or misguided instruction of these students limiting their potential learning and growth (Kliewer, Biklen, & Kasa-Hendrickson, 2006). This qualitative case study explored the perceptions and lived experiences of eight special education teachers from five different school districts, who both worked with students with intellectual disabilities and mentored preservice teachers who worked with students with intellectual disabilities in the area of reading. This study focused on the perceptions of these special education teacher/mentors before, during and after receiving training in the Targeted Reading Intervention (TRI) program, based on five areas of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Vocabulary. Data suggested a universal lack of support and training in reading for these special education teacher/mentors. Changes of perceptions and teaching practices of the special education teacher/mentors relative to explicit reading instruction for students with intellectual abilities are explored. Implications for practice are included.
Download or read book Teachers Perceptions of Two Methods of Teaching Reading to Students with Learning Disabilities written by Kimberly L. Crump and published by . This book was released on 2000 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inclusion Strategies for Secondary Classrooms written by M. C. Gore and published by Corwin Press. This book was released on 2010-04-07 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: The author provides educators with sixty-six keys to help middle and secondary school students with disabilities succeed.
Download or read book Teacher Perceptions of the Achievement of Students with Learning Disabilities on Statewide Assessments written by Maryann T. Gromoll and published by . This book was released on 2008 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement standards (Thompson, Lazarus, Clapper, & Thurlow, 2006). State departments of education are responsible to ensure that teacher competencies and expectations are specific to the achievement of grade level content standards (Thompson, et al., 2006). Educational reform, increased knowledge in the teacher-learning process, and greater access to the general education curriculum require changes in instructional practice. This study investigated special education teachers' perceptions, backgrounds and beliefs related to test performance of third grade students with learning disabilities who passed the reading portion of the state assessment in Florida, the Florida Comprehensive Assessment Test (FCAT). The comparative descriptive research design was used to identify these factors and their effects in the study (Creswell, 2002). Quantitative data collection was used. A survey instrument was developed to include information on teachers' background, beliefs, experience, and perceptions toward statewide assessments. The survey was sent to seventy six third grade teachers of students with learning disabilities. Teachers receiving the survey were categorized into two groups based on the outcome of the 2007 FCAT in reading. Significant differences between teacher responses were found in the areas of professional development for test accommodations, co-teaching, and working with professionals in the general curriculum. Response to survey items on service delivery models indicated that students who spend the majority of time in the general education classroom or in a resource room setting have increased student achievement on statewide assessments. Differences were also found between teachers on questions related to school location, percentage of minority students, students who are eligible for free and reduced lunch, and positions employees held in education by the teachers in the study. One of the most significant findings of this study concluded that increased time spent in the general education classroom and collaboration of special education teachers with general education staff proved to be most beneficial when addressing the needs of students with learning disabilities and statewide assessment. The concept of teacher knowledge base and continued awareness of perceptions andbeliefs addressed in this study allowed for further research investigations.
Download or read book Theorising Special Education written by Catherine Clark and published by Routledge. This book was released on 2005-06-23 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of special needs education is well established, and although it continues to develop in exciting and controversial ways, involving some of education's leading thinkers, many people feel it is lacking a coherent theoretical analysis of its own. Students and practitioners, looking for some solid theory to reinforce their own study or practice, commonly have to 'borrow' from other disciplines, such as psychology and sociology, since there has been no attempt to provide a theoretical foundation for the special needs community. This book does exactly that, bringing together contributions from key names in the field from UK and beyond. The book will establish itself as an essential text for students and teachers, as well as all those involved in special needs across the social sciences.
Download or read book PISA Power and Policy written by Heinz-Dieter Meyer and published by Symposium Books Ltd. This book was released on 2013-05-13 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past ten years the PISA assessment has risen to strategic prominence in the international education policy discourse. Sponsored, organized and administered by the Organization for Economic Cooperation and Development (OECD), PISA seems well on its way to being institutionalized as the main engine in the global accountability regime. The goal of this book is to problematize this development and PISA as an institution-building force in global education. It scrutinizes the role of PISA in the emerging regime of global educational governance and questions the presumption that the quality of a nation’s school system can be evaluated through a standardized assessment that is insensitive to the world’s vast cultural and institutional diversity. The book raises the question of whether PISA’s dominance in the global educational discourse runs the risk of engendering an unprecedented process of worldwide educational standardization for the sake of hitching schools more tightly to the bandwagon of economic efficiency, while sacrificing their role to prepare students for independent thinking and civic participation.
Download or read book The Literacy Gaps written by Ivannia Soto-Hinman and published by Corwin Press. This book was released on 2009-08-11 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The book makes a contribution to the education of English language learners. It provides practical instructional suggestions for teachers of both ELLs and SELs that are informed by a deep understanding of theories of second language and second dialect acquisition and the development of reading and writing proficiencies." —Guadalupe Valdés, Professor of Education Stanford University "The concepts of gaps and bridges are clearly articulated up front and provide a well-structured theme that unites the various parts of the text. The use of this structure provides a logical and coherent mechanism for providing a complete picture of the problem—the literacy gap between ELs and native speakers—and a means for addressing this problem." —Kristina Anstrom, Senior Research Scientist The George Washington University Center for Equity and Excellence in Education Build bridges of support so English language learners can learn alongside their peers! English language learners (ELLs) and standard English learners (SELs) face multiple gaps as they strive to achieve, so educators need to take a holistic, comprehensive approach to bridge those gaps and meet the needs of ELLs and SELs in the classroom. Based on an original, well-researched framework, this much-needed resource provides practical strategies for supporting learning and success for ELLs. The authors provide strategies, examples, and classroom tools to address: The gap between students and texts: covering word recognition, background knowledge, comprehension, and academic language development The gap between students and teachers: including socio-cultural differences between teachers and students, and teacher perceptions and expectations The gap between students and their peers: discussing language proficiency differences, grouping strategies, and grade-level and schoolwide programs The Literacy Gaps helps educators give ELLs the skills they need to close the most important gap of all: the achievement gap.
Download or read book Learning to Read Critically in Teaching and Learning written by Louise Poulson and published by SAGE. This book was released on 2004 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book combines a teaching text with exemplary reports of research and a literature review by international scholars.
Download or read book Practice tests for Friend and Bursuck Including students with special needs written by L. M. Mehlig and published by . This book was released on 1999 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Access To Academics for All Students written by Paula Kluth and published by Routledge. This book was released on 2003-06-20 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually engage ALL learners. They draw on emerging work linking critical theory with disability issues; work being done in curriculum studies around issues of social justice teaching, authentic instruction, service learning, and critical pedagogy; and the movement in the field of special education away from a deficit-driven model of education to an orientation that values students' strengths and gifts. Access to Academics for ALL Students: Critical Approaches to Inclusive Curriculum, Instruction, and Policy: *examines the perceptions teachers hold about students with disabilities, students who are racially and ethnically diverse, students using English as a second language, students labeled "at risk," students placed in both "high" and "low" academic tracks, and students in urban schools; *highlights how students who traditionally have been denied access to challenging work and educational opportunities can be supported to participate in academic instruction; and *provides ideas for recognizing and challenging inequities, offers a framework for fostering access to academics for students with a range of strengths and needs, and explores pragmatic ways of increasing academic success for all learners. This volume is appropriate for both undergraduate and master's level courses in curriculum and instruction, methods of teaching (special and general education), inclusive education, multicultural education, and cultural foundations of education. It will serve as a resource for elementary and secondary teachers, for school administrators, and for parents.
