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Elementary Teachers And Administrators Perceptions Of The Degree Of Implementation Of Inclusion
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Book Synopsis Elementary Teachers' and Administrators' Perceptions of the Degree of Implementation of Inclusion by : Kathleen B. Brennan
Download or read book Elementary Teachers' and Administrators' Perceptions of the Degree of Implementation of Inclusion written by Kathleen B. Brennan and published by . This book was released on 1999 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' and Administrators' Perceptions of Ideal and Actual Practices on the Implementation of Inclusion at an Elementary Level by : Joaquin G. Banda
Download or read book Teachers' and Administrators' Perceptions of Ideal and Actual Practices on the Implementation of Inclusion at an Elementary Level written by Joaquin G. Banda and published by . This book was released on 2002 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Elementary Teachers' Perceptions about Implementation of Inclusive Education by : Isa Korkmaz
Download or read book Elementary Teachers' Perceptions about Implementation of Inclusive Education written by Isa Korkmaz and published by . This book was released on 2011 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students' disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers' quality but also the school administrators'. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. [This study was supported by The Scientific and Technological Research Council of Turkey (TUBITAK).] (Contains 8 tables.).
Book Synopsis Will They be Welcomed In? by : Emily Smith
Download or read book Will They be Welcomed In? written by Emily Smith and published by . This book was released on 2020 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in Beaver County, Pennsylvania. The dependent variables are the teachers' and principals' perceptions of inclusion and the independent variables are years of educational experience, extent of special education background, and level of support by district administrators. Instrumentation for this study is the Multidimensional Attitudes toward Inclusive Education Scale (MATIES) survey. Data were analyzed for correlational relationships using the Statistical Package for the Social Sciences (SPSS). Findings suggest an average to high level of support by administration in supporting inclusive practices. A statistically significant, small negative relationship between the years teaching and responses on the affective and behavioral factors surfaced. No significant relationship was demonstrated between teachers' perceptions of inclusion and the level of support they receive from administrators. Future study can explore how perceptions directly impact placement of students with disabilities.
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 Perceptions of Administrators and Teachers of Factors that Affect Implementation of the Inclusion Process in Selected Public Schools by : Lena Colquitte Harris
Download or read book Perceptions of Administrators and Teachers of Factors that Affect Implementation of the Inclusion Process in Selected Public Schools written by Lena Colquitte Harris and published by . This book was released on 1997 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Teachers and Administrators of the Organizational Supports for Inclusion Programs in Southwest Florida Elementary Schools by : Brian D. Moore
Download or read book Perceptions of Teachers and Administrators of the Organizational Supports for Inclusion Programs in Southwest Florida Elementary Schools written by Brian D. Moore and published by . This book was released on 2005 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
Book Synopsis Inclusion Perceptions of Elementary Teachers and Administrators by : Erin Nancy Mowers
Download or read book Inclusion Perceptions of Elementary Teachers and Administrators written by Erin Nancy Mowers and published by . This book was released on 1997 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher and Building Administrator Perceptions of the Inclusion Model Within Rural School Districts by : Brian M. Cromer
Download or read book Teacher and Building Administrator Perceptions of the Inclusion Model Within Rural School Districts written by Brian M. Cromer and published by . This book was released on 2018 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate the perceptions of general education teachers, special education teachers, and building administrators regarding the inclusion model at the elementary, middle, and high school levels. This study was conducted in two rural school districts in south-central Pennsylvania. The participants included 35 general education teachers, 10 special education teachers, and 7 building administrators who completed a survey containing Likert-style statements, multiple choice questions, and open-ended questions. At the conclusion of the survey, three general education teachers, two special education teachers, and five building administrators volunteered for a phone interview. The results of the study indicated that general education teachers understood the social benefits but not the academic benefits of the inclusion model. General education teachers also showed a desire to increase common planning time and collaboration with special education teachers. Special education teachers and building administrators indicated an understanding and support of inclusion, but building administrators lacked the understanding of the perceptions of the general education teachers with the inclusion model. Results also indicated general education teachers' concern regarding the lack of professional development offered pertaining to special education practices. Both groups of teachers expressed working with special education teachers and observations of colleagues' classrooms as preferred methods of professional development to increase knowledge of inclusion practices.
Book Synopsis Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities by : Lisa R. Conrad
Download or read book Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities written by Lisa R. Conrad and published by . This book was released on 2015 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the perceptions of regular education teachers, special education teachers, and administrators regarding the impact of inclusionary practices on the academic skills of elementary students with disabilities from four school districts in south central Pennsylvania. Information gained from this study yielded perceptions of teachers and administrators about including students with disabilities for reading and math in the general education classroom. The participants included regular education teachers, special education teachers, and administrators who included elementary principals and central office administrators from four school districts in two counties. Using an on-line survey, open-ended questions, and interviews, this study was guided by three research questions related to the perceptions of including students with disabilities in the general education setting for academic skills. The results showed that regular education teachers, special education teachers, and administrators had varied perceptions of students being successful academically in an inclusion setting. Four themes evolved from the study: the need for (a) a common vision and support system, (b) an increase of inclusion practices in the general education setting for students with disabilities in order to improve academic skills, (c) curriculum modifications, and (d) staff training.
Book Synopsis Perceptions of Elementary General Education Teachers on Inclusive Practices by : Stefani L. Doyle
Download or read book Perceptions of Elementary General Education Teachers on Inclusive Practices written by Stefani L. Doyle and published by . This book was released on 2021 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate elementary general education teachers' perceptions of inclusive practices in two suburban school districts in Southeastern Pennsylvania. The researcher analyzed responses from 36 elementary general education teachers in two suburban school districts. The participants completed a researcher designed survey constructed of both Likert-style statements and open ended responses. Individual interviews with five participants provided insight into interviewees' perspectives on inclusive practices. Findings affirmed that general education teachers perceived themselves as responsible for the instruction of special education students when included in classrooms, as well as implementing accommodations and modifications of instructional content and the SDI in each student's IEP.Data demonstrated that special education teachers are responsible for the IEP development, however, there was data to suggest that general education teachers want more involvement in developing the IEP. Fidings identified that participants perceived a need for professional development, shared planning time, collaborative partnerships, additional staffing, and administrative support in order to successfully implement inclusion. Data supported that teachers are confident when instructing students with needs related to a specific learning disability, an intellectual disability, or high functioning autism. However, teachers did not perceive themselves as confident when instructing students with special education needs related to attention, focus, or behavior issues. The findings could potentially aid school administrators in identifying professional development initiatives and additional support structures to further enhance collaborative partnerships to best scaffold teams when including special education students in the general education classroom.
Book Synopsis Are School Administrators and Teachers' Attitudes Toward Inclusion Influence by the Change Process? by : Barry Wayne Goley
Download or read book Are School Administrators and Teachers' Attitudes Toward Inclusion Influence by the Change Process? written by Barry Wayne Goley and published by . This book was released on 2013 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the relationship between the change process for inclusive teaching practices and the attitudes of educators toward inclusion of students with disabilities in the general educational setting. This research study was based upon the theoretical construct of Rogers' (2003) Diffusion of Innovations, which identifies the specific process in which any innovation is introduced within a social organization. A descriptive correlational design was used to examine the quantitative data collected from teachers and administrators from school districts. Teachers and administrators completed the Opinions Relative to the Integration of Students with Disabilities (ORl; Antonak & Larrivee, 1995) and the Change Process Survey (CPS; Keaster, 2007). The ORl assessed the educators' attitudes toward the inclusion of students with disabilities in the general classroom across four constructs. In addition, the CPS measured participants' responses to the change process in regards to the implementation of inclusion within the schools. The sample consisted of 96 educators (83 teachers and 13 administrators) from 7 schools within a geographical region of south central Kentucky. The data were analyzed by descriptive statistics, and inferential analysis consisting of both parametric and nonparametric methodologies: t-test for independent samples, Mann-Whitney U test, and ANOVA. The results indicated a statistically significant positive correlation between the change process constructs and the educators' attitudes toward the inclusive innovation. However, teachers' attitudes varied significantly as compared to administrators' perceptions of teachers' attitudes, as teachers indicated the need for further training on inclusion in order for the program to be successful. This research contributes to the education field by highlighting the necessity for both teacher preparation programs and school districts to infuse their programs with training on topics of special education, particularly on the inclusive teaching practices for students with disabilities. The results also point out the importance of attention to all parts of the change process when any innovation is introduced in educational settings.
Book Synopsis Transforming Schools by : Renata Christina Gusm o-Garcia Williams
Download or read book Transforming Schools written by Renata Christina Gusm o-Garcia Williams and published by . This book was released on 2022 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined the experiences of administrators and teachers across two elementary schools in California in seeking to create sustainable, inclusion models. Specifically, the project focused on administrators' and teachers' perceptions of inclusion and what they identified as those instructional practices, school-wide systems, and structures that support a sustainable inclusion model. Inclusion models differ in structure yet share the common goal of engaging all children in quality teaching and learning, including children with various types of disabilities or learning challenges. The data collection methods included observations of staff meetings and classroom instruction coupled with teacher and administrative interviews across the two schools. Cross-school analysis of the data identified obstacles and supports of sustainable, inclusive practices. This case study highlights the challenges inherent to inclusion while also highlighting the way administrators and teachers overcome obstacles and maintain a successful program. Key findings reveal challenges, including those brought on by COVID-19, and systems that contribute to the sustainability of two different inclusion models. Results of the study detailed key inclusive, school-wide practices that support students with disabilities in general education such as: early intervention, master schedules, protected planning time for educators, and systems for communication. Prominent findings included data-based decision-making and the need to consider the strengths of each staff member in the context of their school when designing an inclusion model. The goal of this study is to enable other elementary schools to understand the process of change, the obstacles and the solutions to anticipated problems when considering or implementing an inclusion model. Future research should continue to focus on examining school design principles that enable students with disabilities to realize academic and social success commensurate with their peers.
Book Synopsis Inclusion Strategies for Secondary Classrooms by : M. C. Gore
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.
Book Synopsis Rethinking Inclusive Education: The Philosophers of Difference in Practice by : Julie Allan
Download or read book Rethinking Inclusive Education: The Philosophers of Difference in Practice written by Julie Allan and published by Springer Science & Business Media. This book was released on 2007-11-07 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: With Warnock, the so-called ‘architect’ of inclusion now pronouncing this her ‘big mistake’ and calling for a return to special schooling, inclusion appears to be under threat as never before. This book takes key ideas of the philosophers of difference – Deleuze, Foucault and Derrida – and puts them to work on inclusion. The book offers new challenges for those involved with education to invent new ways of tackling the ‘problem’ of inclusion.
Book Synopsis The Perceptions of Principals and Teachers Regarding the Extent of Inclusion in Their Schools and in the Different Content Areas by : Grace J. Ross
Download or read book The Perceptions of Principals and Teachers Regarding the Extent of Inclusion in Their Schools and in the Different Content Areas written by Grace J. Ross and published by . This book was released on 2005 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exclusion From School by : Eric Blyth
Download or read book Exclusion From School written by Eric Blyth and published by Routledge. This book was released on 2002-05-03 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of children excluded from school has risen sharply over the last few years. This book looks at exclusion. It also gives practical guidance on prevention strategies and examines how working together can help avoid exclusion.
