Download or read book Elementary School Assistant Principals Attitudes Toward Inclusion of Special Needs Students in the General Education Setting written by Jerri De'Lane Harris and published by . This book was released on 2009 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 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 Leadership for Inclusive Schools written by Steven Ray Sider and published by Rowman & Littlefield. This book was released on 2022-01-31 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book supports the professional learning of school principals, and those who aspire to be such, in development of their skills and knowledge around fostering inclusive schools for students with special education needs. The book includes 27 case stories that are based on research with school principals. Each case includes expert commentaries and resources to support principals and emerging leaders as they consider how to effectively support students with special education needs in inclusive schools. Its premise is based on the recognition that there are increasing numbers of students with disabilities and special education needs in neighbourhood schools. Principals need to develop new competencies to navigate the challenges, and benefits, of including students with special education needs into inclusive classroom settings. The book provides opportunities to build leadership competencies by considering a diversity of cases related to inclusive leadership. The cases in the book are divided among nine sections addressing the following areas: transitions, early years, elementary school cases, secondary school cases, community supports, school board/district supports, school teams, complex cases, and cases specific to new teachers. Seven cross-cutting themes are addressed in these cases including: communication, parents/caregivers, agency/efficacy, collaboration, relationships/trust, legal, and advocacy.
Download or read book Social Justice and Culturally Affirming Education in K 12 Settings written by Chitiyo, Jonathan and published by IGI Global. This book was released on 2023-01-27 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social justice is a philosophy that has gathered momentum over the past few years to bring to light the inequities that exist within our society. In the field of education, social justice illuminates the challenges that marginalized students and minority students face compared to other students. Social Justice and Culturally-Affirming Education in K-12 Settings seeks to bring together social scientists, researchers, and other practitioners to delve into social justice issues in K-12 settings and considers the various challenges and future directions that are associated with this field. Covering key topics such as inclusive education, educational reform, and school policies, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.
Download or read book Inclusive Education for Children with Special Needs written by Neena Dash and published by Atlantic Publishers & Dist. This book was released on 2006 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusive Education Is A Worldwide Movement Aiming To Create One Education System That Values All Children To Devise A Classroom That Welcomes All Children Irrespective Of Disability, Community Background, Sexuality, Ethnic Background Etc. The Current Conceptualization Of Children With Special Needs Has Replaced The Negative Labels Of The Past Which Called Disabled Children As Lame, Crippled, Less Fortunate Or Mentally Retarded. The Modern Concept Consider Such Children As Unique Whose Uniqueness May Be Noticed In One Or The Other Dimensions Vision, Hearing, Communication, Adaptive Behaviour, Etc. Researches Are Being Conducted Across The World So That Inclusive Education Can Be Made More Adequate And Thereby Prove More Useful.The Present Book Is A Complete Treatise On Inclusive Education With Particular Emphasis On Children With Special Needs. It Seeks To Find Out How Information/Findings From Researches On Inclusion Can Be Employed To Influence Inclusive Practices In Classrooms In A Positive Way. It Provides Useful Tips And Strategies To Those Who Need To Know As To Why, Whom And How To Include Children With Special Needs In Regular Classroom Activities. The Facts And Findings Stated In This Book In The Form Of Tables, Pictures, Boxes And Small But Separate Sections Will Prove Comprehensible Inputs For School Reforms And Reorganizations To Achieve Full Inclusion. A Detailed Bibliography Has Been Included In The Book To Enable The Inquisitive Readers To Pursue The Subject Further. The Students And Research Scholars Of Education Will Find This Book Highly Useful. In Addition, The Planners, Administrators, Functionaries Of Sarva Shiksha Abhiyan And Social Workers Will Consider It Extremely Informative.
Download or read book Elementary Principals Perspectives on Newly Graduationed General Education Teachers Abilities to Teach Students with Disabilities in Inclusion Classrooms written by Darla Jane England and published by . This book was released on 2014 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing numbers of students with disabilities are being educated in inclusive settings within elementary public schools across the United States. General education teachers are being hired to fill these positions, yet the characteristics principals view as necessary for them to be effective in such classrooms had yet to be explored. This study captured data on the knowledge, skills, and experiences candidates, coming directly out of college, should and do possess in order to be effective inclusion teachers. Principals’ perspectives on inclusion, as well as possible predictors for such perspectives, were also examined. An online survey was used to collect the perspectives of 129 elementary public school principals in one Midwest state. The findings from this study indicate that principals do not feel general education candidates are being properly prepared to teach in inclusion settings. Further, findings indicate principals felt that the actual possession of knowledge, skills, and experiences concerning special education new general educators possess was much lower than what these administrators felt candidates should possess. Inadequate experience working with special needs students was found to be the greatest factor in candidates’ unpreparedness. Comments from principals were categorized to find common themes and used along with analysis from closed-ended question data. Principals’ own knowledge of inclusion, years of experience in K12 education, and years of experience as an administrator, were not found to be predictors of their overriding perspectives on inclusion or the traits they felt general education candidates should possess in order to be effective teachers in inclusive settings. Suggestions for Teacher Education programs and general education teacher candidates are offered.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Making Inclusion Work written by John Beattie and published by Corwin Press. This book was released on 2006-04-06 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn the best methods for teaching students with disabilities in an inclusive classroom! In today's classrooms, teachers must meet the educational needs of students of all ability levels, including students with disabilities. This invaluable resource offers elementary and secondary teachers a deeper awareness of "what works" when teaching students with disabilities in general education classrooms. Grounded in extensive special education research, this book will enlighten teachers with a greater understanding of special education students and how to teach them successfully. For teaching students with the most common disabilities in classes with their nondisabled peers, general and special education teachers alike will get the most current information on issues such as: Developing Individualized Education Programs Teaching reading successfully Managing behavior and motivating students Organizing classrooms and lessons effectively Using cognitive strategies successfully Making appropriate accommodations and modifications Assessing students, grading, and collecting data Working with parents and families Collaborating with other teachers and parents Rooted in the best research and practice, this essential resource demonstrates how to teach inclusive classes successfully.
Download or read book Rethinking Perception and Centering the Voices of Unique Individuals Reframing Autism Inclusion in Praxis written by Nerren, Jessica Block and published by IGI Global. This book was released on 2022-06-30 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ensuring classrooms are inclusive to all students, particularly those with disabilities such as autism spectrum disorder, is crucial in today’s educational landscape. It is vital that educators are prepared and knowledgeable on the current best practices and policies in order to provide these students with the most thorough education possible. Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis introduces a new model of reframing autism spectrum disorder inclusion for professors of preliminary teacher candidates and provides meaningful understanding and support for professors who prepare preliminary teacher candidates. Covering key topics such as equity, mental disorders, inclusive education, and educational reform, this reference work is ideal for administrators, stakeholders, policymakers, teacher educators, counselors, researchers, academicians, scholars, practitioners, instructors, and students.
Download or read book Educating Exceptional Children 05 06 written by Karen L. Freiberg and published by McGraw-Hill/Dushkin. This book was released on 2004-10 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated, thirty-fourth edition gives you articles from the best of the public press. Additional support for this title can be found at http: //www.dushkin.online.
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 A Principal s Guide to Special Education 3rd Edition written by David F. Bateman and published by Council For Exceptional Children. This book was released on 2014-01-01 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: An essential handbook for educating students in the 21st century, since its initial publication A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment.
Download or read book What Works In Inclusion written by Boyle, Chris and published by McGraw-Hill Education (UK). This book was released on 2012-09-01 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: School inclusion is a perennially popular yet polemic topic in most countries. This timely book explores what is known about inclusion, highlighting outstanding examples of inclusion to provide a complete overview of successful inclusion. The book concentrates on how to make inclusion work - from the view of internationally established practitioners in the field of teacher education - with a focus on what variables are likely to make a difference in practice. What Works in Inclusion? covers three key aspects: Theories of inclusive education Examples of how inclusion can be encouraged and facilitated What prevents inclusion from being successful Drawing on case studies from a wide range of countries, including USA, Australia, UK, Canada and Italy, there is focus on the positive aspects of inclusion: 'how' it can work and 'what actually works', helping you understand successful aspects of inclusion as well as developing an understanding of how inclusive education can best be implemented. In addition to the research-based accounts of how to make inclusion work, the book considers the difficulties that can arise in attempting to achieve successful inclusion and how such barriers can be overcome, to ensure a successful inclusive experience for both teachers and students. This is a key text for all serving and aspiring teachers and SENCOs, as well as those interested in inclusion and SEN in schools, and will inform and challenge in equal measure. Contributors: Adrian F Ashman, Robert Conway, Joanne Deppeler, Roberta Fadda, Laurel M. Garrick Duhaney, Fraser Lauchlan, Margo Mastropieri, Kim M. Michaud, Brahm Norwich, Petra Ponte, Diane Richler, Richard Rose, Spencer J. Salend, Tom Scruggs, Roger Slee, Jacqueline Thousand, Richard Villa, Catharine Whittaker "Focusing on both theory and practice, this timely volume provides a refreshing set of challenges to all of us who are committed to the development of more inclusive education systems. The presentation of ideas and experiences from different countries is particularly powerful in this respect." Professor Mel Ainscow, University of Manchester, UK "Boyle and Topping provide a collection of salient chapters on critical issues pertaining to inclusive education from a collection of world leaders in the field. This book is scholarly, current, and research-based, yet at the same time readable and informative for a wide audience of university teachers and their students, along with practicing educators in the field. Recognizing that inclusive education is an ongoing project this book nevertheless provides a rigorous gestalt of inclusive education theory, practical advice for implementation, and potential barriers to success. This is one of the finest books on this topic currently available." Professor Tim Loreman, Faculty of Education, Concordia University College of Alberta, Canada
Download or read book Building Integrated Collaborative Relationships for Inclusive Learning Settings written by AuCoin, Dena and published by IGI Global. This book was released on 2021-06-25 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a result of the mandates of the Individual with Disabilities Education Improvement Act (IDEIA), inclusive practices have become the norm for addressing the needs of all learners. In addition, these mandates require that steps must be taken to guarantee that all students are successful in all school settings, regardless of ability. Possibly now more than ever, educators should be experts in building collaborative relationships for inclusive settings. The perceived positive benefits of collaboration among teachers for inclusive settings creates a topic of interest. Research has begun to focus on the study of the deep, or integrated, collaborative relationships between special education and general education teachers and the use of inclusive learning communities to support practice. Building Integrated Collaborative Relationships for Inclusive Learning Settings provides background information on special education law, inclusion, and strategies for integrated collaborative relationships that include the creation of inclusion professional learning communities and a map for intended collaboration. Moreover, the book provides insights and supports professionals concerned with the evolving environment of schools and education and how to best meet the needs of all learners. This book is intended for teachers, special education teachers, counsellors, professionals, and researchers working in the field of education, and inservice and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students looking to improve their understanding on how to build and maintain practices to support inclusive learning settings.
