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 The Relation Between High School Teacher Sense of Teaching Efficacy and Self Reported Attitudes Toward the Inclusive Classroom Settings written by Heather Wright and published by . This book was released on 2013 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate if collective sense of teaching efficacy, general sense of teaching efficacy, or personal sense of teacher efficacy influenced teacher attitude toward inclusive classroom settings. Additionally, the study sought to determine if teacher attitude toward inclusive classroom settings differed when taking into account primary student disability type. Prior research indicates that there is a direct link between teacher sense of efficacy and student disability type when determining teacher attitude toward inclusive classroom settings. The sample population for the survey consisted of a convenience sample that represented only a select number of teachers, thus limiting the generalizability of the findings. Multiple regression and analysis of variance (ANOVA) were utilized to test the hypotheses that teacher sense of efficacy and student disability type had no impact on teacher attitude toward inclusive classroom settings. Consistent with predictions based on Social Cognitive Theory, this study indicated that teacher sense of efficacy and primary student disability type had a direct impact on teacher attitude toward inclusive classroom settings.
Download or read book Asia Pacific Perspectives on Teacher Self Efficacy written by Susanne Garvis and published by Springer. This book was released on 2016-07-15 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries. All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning.
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 Inclusive Education written by Tim Loreman and published by Psychology Press. This book was released on 2005 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: A practical guide to working with primary and secondary students who need extra attention. It outlines the principles behind diversity and inclusive policies, and discusses the range of needs teachers can expect to encounter in an inclusive classroom.
Download or read book Attitudes Towards Inclusive Schooling written by Susanne Schwab and published by Waxmann Verlag. This book was released on 2018 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.
Download or read book Secondary Special Educators Attitudes and Sense of Self Efficacy Toward Inclusive Education written by Jacqueline Michelle Wood and published by . This book was released on 2017 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the 1970s there has been a growing legislative focus, in the United States and abroad, on providing inclusive education for students with disabilities in the least restrictive environment alongside their typical peers. However, this shift in policy has not resulted in a comparable shift in practice. Key factors shown to influence the success of implementing inclusive educational practices are teachers' attitudes and beliefs. The purpose of this study was to examine the relationship between secondary special education teachers' attitudes toward the inclusion of students with disabilities and their sense of self-efficacy related to supporting students with disabilities included in the general education classroom. The mixed-methods design was grounded in the theories of planned behavior and self-efficacy. Quantitative data collection included a survey with questions regarding (a) demographic information and background of the teacher, (b) teachers' sense of self-efficacy regarding the inclusion of students with disabilities, and (c) teachers' attitudes toward the inclusion of students with disabilities. The qualitative portion of the design included individual interviews regarding teachers' perceptions of their own efficacy with and attitudes towards inclusive education and the relationship between these factors. Teacher participants included secondary special educators in a large suburban school district undergoing a shift in special education service delivery practices toward increasing the inclusion of students with disabilities in general education. The aim of this study was inform teacher training and professional development efforts. Among the key findings was the conclusion that the special education teachers in the district of study lacked a clear, shared understanding of inclusion as well as their roles and responsibilities in a more inclusive special education service delivery model. These special educators had an overall positive attitude toward the theory of inclusion, but held negative attitudes towards the actual practice of inclusion; specifically, teachers expressed a strong resistance to the elimination of self-contained special education classrooms. Similarly, special education teachers in this study reported high senses of self-efficacy for supporting students with disabilities overall, but had doubts about their abilities to apply these skills in the general education classroom. The results of this study will inform professional development efforts toward increasing the inclusion of students with disabilities, as well as areas of need for additional research. Limitations of the study, as well as implications for practice, are discussed.
Download or read book An Analysis of Special Education Teachers Overall Sense of Efficacy Beliefs and Attitudes Toward Co taught Classroom written by Cheryl Tremble Smith and published by . This book was released on 2008 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: "For more than two decades, teacher efficacy has been identified as being crucial for improving educational reform, teacher education, teachers' teaching behaviors, and teachers' attitudes toward inclusive schooling. This study utilized the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) (Cochran, 1998) and demographic information to investigate the levels of teacher efficacy beliefs and attitudes toward inclusion of 123 special education teachers involved in co-taught education classrooms in 10 school districts across North Carolina. School levels and several predictor variables were examined to determine the influence they had on teacher efficacy beliefs and teachers' attitudes toward inclusion. Results revealed that (a) there was no significant difference between school levels and TSES and STATIC overall scores; (b) the number of hours of professional development in inclusive practices was a significant predictor for TSES and STATIC overall scores and four subscale scores (instructional strategies, classroom management, professional issues and logistical concerns); and (c) years experience teaching in co-taught classes was a significant predictor of classroom management. Additional analyses revealed the strength of relationship between the TSES and STATIC overall scores were stronger for special education teachers who had 0-3 years and more than 10 years of experience co-teaching. The relationship between the TSES and STATIC overall scores were weaker for special education teachers who had 4-10 years of teaching experience in co-taught classrooms. Overall results indicate a strong sense of efficacy and attitudes toward inclusive classes among North Carolina special education teachers involved in co-teaching."--Abstract from author supplied metadata.
Download or read book Attitudes and self efficacy of Jamaican teachers towards inclusion after co teaching in an inclusive classroom written by Gemma Tomalin and published by GRIN Verlag. This book was released on 2019-09-25 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2019 in the subject Pedagogy - School System, Educational and School Politics, grade: 72.00, Roehampton University London (Laureate), course: Master of Arts in Inclusive and Special Education, language: English, abstract: This study should bring awareness to the Ministry of Education and Teacher Training Colleges that traditional lecture style training without relevant practicum may be preventing the facilitation of inclusion. Despite Jamaica's Ministry of Education having established an inclusive education policy in 2008, the majority of children with special needs are kept at home. With very little inclusion in schools and segregation of students with special needs (SWSN), teachers in Jamaica have not experienced inclusion and do not feel adequately equipped to facilitate it. Literature shows that teachers with experience only in traditional classrooms, and no exposure to diverse students are likely to be resistant to, or unable to, implement inclusion. Teachers also tend to implement inclusive teaching methods and adopt better attitudes after hands-on experience, modelling with a co-teacher. Five teachers participated in a 2-week training condition, each teacher was provided with an inclusive classroom and an experienced inclusive teacher (mentor). The first week the teacher is assisting the mentor, the second week the mentor assists the teacher with lesson planning and teaching. Teachers were given 2 self-rating questionnaires before and after training to measure whether their attitudes and self-efficacy improved and whether a direct measure of attitude and self-efficacy towards inclusion could be predicted after training. Another questionnaire was given 2 weeks after training that measured the potential success of training through implementation. Using paired sample t-tests for both attitude and self-efficacy scores it was found that all 5 teachers could be predicted to show an increase in both attitude and self-efficacy scores after training. It was also found using independent sample means tests that teachers without any previous experience teaching SWSN gained a larger difference in attitudes compared to teachers who already had experience however there was no difference in gains in self-efficacy.
Download or read book The Relationship Between Secondary Teachers Self efficacy Subscales of Student Engagement Instructional Practices and Classroom Management and Attitudes about the Inclusive Setting written by Stephanie M. Wood 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 quantitative correlation study is to determine if there is a relationship between in-service secondary teachers’ self-efficacy regarding student engagement, instructional practices, and classroom management and their attitudes toward the inclusive setting. Secondary teachers’ self-efficacy is imperative to student engagement, instructional practices, and classroom management in an inclusive setting. The study surveys 67 in-service middle and high school level general education teachers from a single, rural school district in eastern Pennsylvania. Data were collected using two surveys which are the long form of Teachers’ Sense of Efficacy Scale and The Scale of Teacher’s Attitudes towards Inclusive Classroom. Data were collected anonymously through Survey Monkey. A Pearson product-moment correlation was used to analyze the data. The results revealed a statistically significant positive correlation at a very large effect size between student engagement and attitudes toward inclusion, instructional practices and attitude toward inclusion, and classroom management and attitudes toward inclusion.
Download or read book General Education Teacher Efficacy and Attitudes Toward the Inclusion of Deaf and Hard of hearing Students written by Edith Milovanovic and published by . This book was released on 2015 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Deaf and hard-of-hearing students are steadily being fully included into general education classrooms based on the federal Individuals with Disabilities Education Act. As a result, this mixed methods study examined the relationship between teacher efficacy and attitudes towards inclusion of DHH students, effects of inclusion on DHH students, and how teacher beliefs about DHH students affect their expectations in comparison to general education students. A purposeful sample of 120 (7-12th grade) general education teachers within the same school district in Southeast Texas were administered the Teachers' Sense of Efficacy Scale (TSES) and the Attitudes Toward Teaching All Students (ATTAS-dhh). In addition, classroom observations and semi-structured follow-up interviews of a purposeful sample of general education teachers working and DHH students were conducted. Findings indicated a negative correlation between efficacy and attitudes toward the inclusion of DHH students; teachers' reported their expectations were the same for all students: DHH students reported a preference to being included into general education classrooms; and there was a need for general education teachers to receive training concerning instructional strategies and use of technology in the classroom.
Download or read book Leadership for Inclusive Education written by G. Mac Ruairc and published by Springer Science & Business Media. This book was released on 2013-02-11 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education.
Download or read book Inclusive Education Global Issues and Controversies written by and published by BRILL. This book was released on 2020-06-29 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together some thought provoking discussions on inclusive education within the current education climate. Is inclusive education worth pursuing or is the fervour for its implementation subsiding as the realities of its challenges are understood?
Download or read book Teaching Every Student in the 21st Century written by Beatrice Hope Benton-Borghi and published by . This book was released on 2006 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This descriptive quantitative online survey research explored the relationships among Teachers' Sense of Efficacy, Collective Inclusion Efficacy, Technology and other predictor variables to determine their saliency in relationship to the criterion variable Teachers' Sense of Inclusion Efficacy. Data were collected from a random sample of general and special educators in all teaching positions, across all grade levels, in urban, rural and suburban Ohio school districts. Descriptive quantitative statistics, frequencies, means, standard deviations, percentages, reliability coefficients, correlation coefficients, principal component analyses, multiple regression analyses, and a one-sample t test, were used to analyze the relationships and interrelationships among the predictor variables and the criterion variable. The results provided rich contextual and situational data. The predictor variables, Teachers' Sense of Efficacy, Collective Inclusion Efficacy, and Attitudes Toward Inclusion, had strong or moderate relationships with the criterion variable Teachers' Sense of Inclusion Efficacy. Analyses of the data support the new scales developed and used in this study to assess teachers' personal and collective efficacy for the inclusion of students with disabilities in the general education classroom. The Teachers' Sense of Inclusion Efficacy Scale (I-TSES)was adapted from the 12-item Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), and the Collective Inclusion Efficacy scalewas adapted from the 12-item Collective Efficacy scale (Goddard, 2002). Further research and application of these new scales should help inform schools, colleges, and departments of education (SCDEs) of the need to ensure that teachers are prepared to integrate technology to teach every student in the 21st century.
Download or read book Factors Related to Middle School Teachers Self Efficacy in Inclusion Classrooms written by Kentina R Smith Ph D and published by . This book was released on 2015-05-10 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many middle school students with learning disabilities obtain their education in general education classrooms. These classroom settings are referred to as inclusion classrooms. We must not only consider that the student population is becoming increasingly more diverse, but we must also consider that the educators who teach in these type of classrooms are diverse as well. Teacher qualifications, training, and education that educators receive before and after entering a classroom can be quite varied and really important when considering the work that needs to be done to ensure successful inclusion classrooms. Within an inclusion classroom, success requires a collaborative instructional effort between special educators, general educators, and para-educators. The purpose of this research is to highlight teacher diversity in qualifications and training and identify factors that make teachers feel more or less confident in inclusion classrooms. This research explains key components of teaching - classroom management, instructional strategies, and student engagement - and the similarities and differences found between teachers in inclusion classrooms. This research is very important to all involved in the teaching and learning in inclusion classrooms, to include aspiring teachers, new teachers, experienced teachers, paraprofessionals, educational specialists, professional development and training staff, instructors for teachers, administrators, and policy makers. KEY SEARCH TERMS: administration, alternative teaching, attitudes, attrition, behaviors, bias, Bonferroni's Post Hoc Test, burnout, classroom management, co-teaching models, collaboration, confounding variable, content review, curriculum, disabilities, educational goals, educators, efficacy, Elementary and Secondary Education Act (ESEA), general education, Gibson and Dembo Teacher Efficacy Scale, inclusion classroom models, Individual with Disabilities Education Improvement Act (IDEA), instructional content, instructional management, instructional model, instructional models, instructional practices, instructional strategies, lack of motivation, lead/support model, learning disabilities, Levene's Test of Equality of Error, models, motivation, No Child Left Behind (NCLB), para-educator, para-professionals, parallel teaching, pre-service, professional development & training, retention, role models, self-efficacy, socialization, special education services, station teaching, stress, student behaviors, student engagement, teacher experience, teacher qualifications, teacher self-efficacy, teacher training, Teachers' Sense of Efficacy Scale (TSES), team teaching model, vicarious experiences, years of experience
Download or read book Perspectives on Disability and Rehabilitation written by Karen Whalley Hammell and published by Elsevier Health Sciences. This book was released on 2006-02-24 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: It explores issues that are central to rehabilitation, such as the nature of the body, the idea of independence, the rehabilitation process, evidence-based practice and client-centred practice. Seeking always to ground theoretical ideas in the realities of every-day rehabilitation practice, and drawing from a wealth of research evidence, the book continually examines the implications of these perspectives for the education, practice, service delivery, research and theoretical development of the rehabilitation professions. Provides an accessible introduction to current theoretical perspectives on disability Demonstrates how these theoretical perspectives can inform a practitioner's approach to rehabilitation Relevant for all the rehabilitation and health care professions
Download or read book Changing Teachers Attitudes Toward Inclusion written by Kimberly Robin Arbus and published by . This book was released on 1999 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
