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Attitudes Of Elementary Regular Education Teachers Elementary Special Education Teachers And Elementary School Administrators
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Book Synopsis Attitudes of Elementary Regular Education Teachers, Elementary Special Education Teachers, and Elementary School Administrators by : Diane Knight
Download or read book Attitudes of Elementary Regular Education Teachers, Elementary Special Education Teachers, and Elementary School Administrators written by Diane Knight and published by . This book was released on 1986 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitudes Toward Inclusive Education of Elementary and Middle School Administrators, School Counselors, Special Education Teachers, Fifth Grade Regular Education Teachers, and Eight Grade English Teachers by : Judith O'Rorke-Trigiani
Download or read book Attitudes Toward Inclusive Education of Elementary and Middle School Administrators, School Counselors, Special Education Teachers, Fifth Grade Regular Education Teachers, and Eight Grade English Teachers written by Judith O'Rorke-Trigiani and published by . This book was released on 2003 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Elementary School Principals' Involvement in Special Education by : Emmett Belden Durtschi
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:
Book Synopsis Elementary Principals' Attitudes Towards the Inclusion of Students with Disabilities in the General Education Setting by : Roxanna C. Ramirez
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.
Book Synopsis Teachers' and Administrators' Attitudes Towards Inclusion by : Leatrice Lynn Satterwhite
Download or read book Teachers' and Administrators' Attitudes Towards Inclusion written by Leatrice Lynn Satterwhite and published by . This book was released on 2015 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined attitudes of general education teachers, special education teachers, and building administrators relative to inclusive practices. Using survey methodology, the level of agreement or disagreement of teachers' and administrators' attitude towards inclusive practices was measured in four areas: Planning, Classroom/School Environment, Collaboration/Team Partners, and Resources/Support/Professional Development. A purposeful sampling of participants, including 47 teachers and principals representing 30 elementary schools from a large urban school district in southern Maryland, voluntarily completed an Inclusive Practices Survey. The survey measured teacher and administrator attitude using a 22-item, five-point Likert scale. The quantitative questions were augmented by five qualitative questions that were an extension of select quantitative items. The data was analyzed using t-test, frequency distribution, Chi-Square-Cross Tabulation bivariate statistical test, and one-way analysis of variance (ANOVA). Analyses revealed a significant difference between special educators and building administrators in reference to Collaboration/Team Partners. Overall, a majority of the responses for both teachers and administrators were in the strongly agree and agree somewhat categories. Comparison of the results for each of the groups separately exposed that building administrators chose the highest rating of strongly agree more frequently than did the total group. General education teachers selected strongly disagree at double the rate of special education teachers and triple the rate of administrators. Results support other researchers' findings, which indicate that principals' attitudes toward inclusion were encouraging and have an influential impact on school-wide policy and practices. Implications surfaced from the findings to signify students with and without disabilities working together collaboratively, general education teachers and special education teachers sharing the responsibility for behavior management and administration, and providing ongoing support to teachers, school teams can provide the foundation for strong inclusive practices, which may positively impact the levels of academic achievement, enhance students social skills, and improve school culture and acceptance of all.
Book Synopsis Teacher Attitudes by : Marjorie Powell
Download or read book Teacher Attitudes written by Marjorie Powell and published by Routledge. This book was released on 2018-06-12 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Book Synopsis Standards-Based Accountability Under No Child Left Behind by : Laura S. Hamilton
Download or read book Standards-Based Accountability Under No Child Left Behind written by Laura S. Hamilton and published by Rand Corporation. This book was released on 2007-05-24 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Book Synopsis An Analysis of the Attitudes, Perceptions, and Knowledge Administrators and General Educators Have Concerning Special Education Issues and Children with Disabilities in Selected Saipan Elementary Schools by : Paul F. Joyce
Download or read book An Analysis of the Attitudes, Perceptions, and Knowledge Administrators and General Educators Have Concerning Special Education Issues and Children with Disabilities in Selected Saipan Elementary Schools written by Paul F. Joyce and published by . This book was released on 2007 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Council for Exceptional Children Publisher :Council For Exceptional Children ISBN 13 :0865865043 Total Pages :160 pages Book Rating :4.8/5 (658 download)
Book Synopsis What Every Special Educator Must Know by : Council for Exceptional Children
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.
Book Synopsis An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes by : Ahmed Afia Laroussi
Download or read book An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes written by Ahmed Afia Laroussi and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students' academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal's Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools' goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.
Book Synopsis Teacher Attitudes Toward Teaching Special Education Students in Their K-2 Classrooms in an Urban Setting by : Nancy Di Maggio
Download or read book Teacher Attitudes Toward Teaching Special Education Students in Their K-2 Classrooms in an Urban Setting written by Nancy Di Maggio and published by . This book was released on 2020 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the attitudes of general education and special education teachers of kindergarten to second grade toward students with disabilities within their classes in 35 elementary schools in one New York City public school district. The instrument used was the Attitudes Towards Teaching All Students (ATTAS-mm) survey, which incorporated questions on teachers' attitudes toward students with disabilities as well as the number of years of teaching experience, special education experience, and the amount of participation in special education coursework to determine influence on teacher attitude.The data were analyzed using one-way and two-way ANOVAs to determine the differences of attitudes of the teachers toward students with special needs in their classrooms, and whether teaching experience, special education experience, and/or the amount of professional development had a positive impact on the attitude of the teachers.The results of this study revealed differences in general education and special education teacher attitude toward students with disabilities. In the Affective domain and the Behavioral domain, correlations were statistically significant. The analysis also revealed the unexpected finding that relationships in the Cognitive dimension were not significant. Results of this study can be used in teacher preparation programs for early childhood teachers and in professional learning opportunities for schools and school districts. Specifically, teachers must be prepared to teach students with special needs. According to Avalos (2011), professional learning for teachers is strongly recommended. Schools can facilitate the process, which is strengthened through experiences such as courses and educational learning opportunities. This study demonstrated the number of special education courses, and special education experience had a positive relationship to the attitudes of teachers. The negative, but statistically significant relationship between teaching experience and attitude demonstrated the need for hands-on teaching experiences. College teacher education programs should include additional courses that contain strategies to teach students with special needs and also include student teaching in special education settings for all teachers, not just special education teachers.
Book Synopsis The Relationship of Attitudes of Regular Elementary Classroom Teachers Toward the Special Education Program and Certain Personal and Situational Variables by : Paul D. Resler
Download or read book The Relationship of Attitudes of Regular Elementary Classroom Teachers Toward the Special Education Program and Certain Personal and Situational Variables written by Paul D. Resler and published by . This book was released on 1984 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitudes of Elementary Building Administrators Toward Integration of Special Education Students Into Regular Education Classrooms and the Discipline Problems Presented by These Students by : Granada L. Peterson
Download or read book Attitudes of Elementary Building Administrators Toward Integration of Special Education Students Into Regular Education Classrooms and the Discipline Problems Presented by These Students written by Granada L. Peterson and published by . This book was released on 1996 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comparative Study of the Attitudes Held by Bilingual Teachers, Special Education Teachers, Elementary School Principals, and School Psychologists Regarding Limited English Proficient and Learning Disabled Elementary School Students by : Lori Lynn Robinson
Download or read book Comparative Study of the Attitudes Held by Bilingual Teachers, Special Education Teachers, Elementary School Principals, and School Psychologists Regarding Limited English Proficient and Learning Disabled Elementary School Students written by Lori Lynn Robinson and published by . This book was released on 1986 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Attitudes of General/ Special Education Teachers and Administrators Toward Inclusive Education by : Serena C. McCoy
Download or read book A Study of the Attitudes of General/ Special Education Teachers and Administrators Toward Inclusive Education written by Serena C. McCoy and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Elementary School Teachers' and Administrators' Attitudes Toward Individualized Instruction by : Ronald A. Hasty
Download or read book A Study of Elementary School Teachers' and Administrators' Attitudes Toward Individualized Instruction written by Ronald A. Hasty and published by . This book was released on 1969 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Principal's Guide to Special Education (3rd Edition) by : David F. Bateman
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.
