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Author : Audrey A. Flowers
Publisher :
ISBN 13 :
Total Pages : 108 pages
Book Rating : 4.:/5 (253 download)
Download or read book Elementary Teachers' Perceptions of Inclusion written by Audrey A. Flowers and published by . This book was released on 2007 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Gail Zahn
Publisher :
ISBN 13 :
Total Pages : 218 pages
Book Rating : 4.:/5 (799 download)
Download or read book Elementary Teachers' Perceptions of the Practice of Inclusion of Children with Disabilities Into Traditional Classrooms in Wyoming written by Gail Zahn and published by . This book was released on 1997 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Nicole Marlies Lamb
Publisher :
ISBN 13 :
Total Pages : 216 pages
Book Rating : 4.:/5 (854 download)
Download or read book Inclusion in an Alaskan Urban School District written by Nicole Marlies Lamb and published by . This book was released on 2012 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the Individuals with Disabilities Education Act of 1975 (IDEA), students are to be placed in the least restrictive environment (LRE), yet models of support for students vary differently in each environment. There is little research in the state of Alaska looking at inclusion or other models of support for students with disabilities and is limited further when focusing on teachers perceptions of inclusion. Research questions include: How do elementary define inclusion, what are the levels of support for students within the school, and what are the needs and concerns elementary teachers have considering inclusion? Two schools, 20 teachers completed a survey to evaluate their perceptions on inclusion and state the models of support used by them and in their school. Two teachers were further interviewed to give more in-depth information from the survey. These findings were evaluated and triangulated to find relevant themes connected to the literature review. Findings showed teachers had an overall positive perception of inclusion with collaboration as the main model of support used in their schools. The data may be useful for future research and/or trainings.
Author : Tara Lynn Tobin
Publisher :
ISBN 13 :
Total Pages : 60 pages
Book Rating : 4.:/5 (299 download)
Download or read book A Study of Elementary Teachers' Perceptions of the Requirements Necessary to Make Inclusion Successful in the General Education Setting written by Tara Lynn Tobin and published by . This book was released on 1999 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Isa Korkmaz
Publisher :
ISBN 13 :
Total Pages : 7 pages
Book Rating : 4.:/5 (16 download)
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.).
Author : Linda Diane Gandy Patin
Publisher :
ISBN 13 :
Total Pages : 410 pages
Book Rating : 4.:/5 (472 download)
Download or read book Elementary Teachers' Perceptions of Involvement in an Inclusion-curriculum Model of Staff Development written by Linda Diane Gandy Patin and published by . This book was released on 2000 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : M. C. Gore
Publisher : Corwin Press
ISBN 13 : 1412975441
Total Pages : 249 pages
Book Rating : 4.4/5 (129 download)
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.
Author : Niyah E. Griffin
Publisher :
ISBN 13 :
Total Pages : 183 pages
Book Rating : 4.:/5 (88 download)
Download or read book Elementary Teachers' Perceptions and Attitudes Toward the Inclusion of English Language Learners in Mainstream Classrooms written by Niyah E. Griffin and published by . This book was released on 2014 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to examine elementary teachers' perceptions and attitudes toward the "inclusion" of ELLs in mainstreamed classrooms. Other purposes of the study examined (1) the teachers' perceptions and attitudes toward ELL language acquisition, (2) class modifications, (3) the ELL time constraints, (4) professional training and support, and (5) the overall educational environment resulting from ELL inclusion. This study utilized an "Integrative Research Design." Both quantitative and qualitative inquiries were employed. The quantitative aspect was descriptive. The survey instrument in this study was developed by Dr. Jenelle Reeves from the University of Nebraska. Open-ended questions were used to serve two purposes in this research: (1) to allow participants to expand or clarify their responses in the survey and (2) to identify any attitudes and perceptions the survey did not address (Reeves, 2002). The population for this research consisted of 14 elementary schools within the Rutherford County School district in Middle Tennessee. There were 437 participants (elementary classroom teachers) in the research study. The researcher used the SAS Statistical software (SAS(TM), SAS Institute, Inc., Cary, NC, USA) for all data analysis. Descriptive statistics was used to analyze the survey responses for the normality of distributions. If the data was normally distributed, parametric statistics were used to test the null hypotheses. For null hypotheses 1-6, t tests were used to reveal whether or not mainstreamed teachers had positive attitudes toward ELL students. Additionally, the General Linear Model procedure was used to perform the MANOVA test. The MANOVA test is the Multivariate Analysis of Variance, and it allowed comparison of multiple dependent variables (Mallery, 2006). Elementary mainstreamed teachers had positive attitudes toward class modifications, time constraints, educational environment, general attitudes, and training and support but had negative attitudes about having adequate ELL training. Also, elementary mainstreamed teachers had negative attitudes toward second language acquisition. Finally, the research showed that new teachers were more positive about all of the variables than experienced teachers, and females were more positive than males.
Author : Sarika S. Gupta
Publisher : Brookes Publishing Company
ISBN 13 : 9781598572520
Total Pages : 0 pages
Book Rating : 4.5/5 (725 download)
Download or read book First Steps to Preschool Inclusion written by Sarika S. Gupta and published by Brookes Publishing Company. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interested in preschool inclusion, but not sure where to start? This introductory guide gathers everything you need to know to launch a successful inclusive early childhood program--and get critical buy-in from your whole staff. A must for leaders of early childhood programs, this reader-friendly primer reveals how inclusive education benefits all children, how school staff and parents can work as a team to make it happen, and how to knock down common barriers to inclusion. Combining the latest research with the nuts and bolts of program development, this book will help current and future early childhood leaders assemble highly effective inclusion teams and develop programs where every child learns and thrives. READ THIS BOOK TO Understand what inclusion is and what it looks like in practice Assess your program's readiness for inclusion Determine what your program needs to make inclusion work Learn which federal laws support inclusion in different early childhood settings Collaborate with staff and parents to develop and sustain key program changes Break through the myths and misinformation that create resistance to inclusion PRACTICAL FEATURES: Quick tips, vignettes, reflection activities, FYIs, and helpful resource lists make this an ideal preservice text and a practical team-building tool for inservice professional development. A featured book in our Successful Early Childhood Inclusion Kit! See how this product helps strengthen Head Start program quality and school readiness.
Author : Martha M Garcia Gutierrez
Publisher :
ISBN 13 :
Total Pages : 93 pages
Book Rating : 4.:/5 (876 download)
Download or read book Regular Education and Special Education Teachers' Perceptions Toward Inclusion in the Elementary Schools and Middle Schools written by Martha M Garcia Gutierrez and published by . This book was released on 2000 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Stefani L. Doyle
Publisher :
ISBN 13 :
Total Pages : 131 pages
Book Rating : 4.:/5 (131 download)
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.
Author : Marva Satterfield Miller
Publisher :
ISBN 13 :
Total Pages : 161 pages
Book Rating : 4.:/5 (957 download)
Download or read book Beginning Elementary Education Teachers' Perceptions Concerning Teaching in Inclusive Classrooms written by Marva Satterfield Miller and published by . This book was released on 2015 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Schools and teachers are increasingly faced with meeting the needs of a diverse student population that can be successful with the general curriculum and prepared for the 21st century. As such, teacher educators assist in meeting this challenge by continuous improvement to teacher education programs preparing teachers to meet the educational needs of all students. The purpose of this study was to examine perceptions, attitudes, and beliefs of beginning elementary education teachers concerning teaching students with disabilities in general education classrooms. A mixed method study was conducted using a three part survey that solicited participant information related to personal demographics, 32 Likert-type scale questions with a certain level of agreement to attitudes, beliefs, preparation, and knowledge of inclusion. In addition, open-ended questions allowed participants to include more in-depth responses to thoughts about their overall experiences, beliefs, and support. The participants were graduates of a southeastern regional university teacher preparation program in elementary education. Demographics of participants indicated that the majority were Caucasian females, worked in general education classes, and were not required to take any special education coursework in their teacher education program. The findings suggested that although a high percentage of beginning elementary education teachers' believe in teaching and including students with disabilities in general education classrooms, many lack the necessary knowledge and skills needed to successfully engage students with disabilities in their classrooms. Findings of this study continue to emphasize the need for beginning general education teachers to receive not only more in-depth preparation at the preservice level, which supports successful transition from preparation to practice, but also increased opportunities for professional development and in-service training on meeting the needs of students with with disabilities. This study may provide a platform supporting positive attitudes towards professional teacher preparation and experiences in teaching students with disabilities in general education classrooms. By helping bridge the gap between preparation and the implementation of effective instructional practices to meet the needs of diverse learners, beginning teachers can be supported by pedagogy and evidence based educational practices learned through teacher education programs."--Abstract from author supplied metadata.
Author : Anita K. Wertz
Publisher :
ISBN 13 :
Total Pages : 96 pages
Book Rating : 4.:/5 (47 download)
Download or read book A Comparison of Elementary Teachers' and Preschool Teachers' Perceptions of Their Abilities to Work in an Inclusion Environment written by Anita K. Wertz and published by . This book was released on 2000 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Michelle Nicole Pompeo
Publisher :
ISBN 13 :
Total Pages : 370 pages
Book Rating : 4.:/5 (16 download)
Download or read book General Education Elementary Teachers' Perceptions of Developing "interventionist" Beliefs and Practices written by Michelle Nicole Pompeo and published by . This book was released on 2011 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis investigates how Interventionist, general education (GEN) teachers, (or core teachers, as opposed to special educators) in the elementary stream, in Ontario, have learned inclusive beliefs and practices that have been considered effective for teaching and including children with exceptionalities in their classrooms. 10 GEN elementary teachers, consisting of 3 men and 7 women, from 2 local school boards, were interviewed to determine if they were Interventionist (Stanovich & Jordan, 1998). From this sample, 6 GEN teachers; 2 men and 4 women, were found to be Interventionist. Classroom observations and follow-up interviews were used to gain insight into the development of their beliefs and teaching practices. Effective teacher perceptions in the form of qualitative data were coded, themed, and analyzed based on the constant comparative method (Miles & Huberman, 1994), which gave rise to single case, and cross case analyses. Teachers' perceptions are organized in results according to a framework based on 3 main questions: (a) what are teachers' current practices for inclusion?; (b) how did teachers develop inclusive practices?; and (c) how did the Community of Practice (e.g. teachers, principals) influence and support teachers' inclusive practices? Discussion centers on teachers' perceptions of the development of their positive beliefs and practices, ongoing professional development, and the importance of the community of practice.
Author : Kathleen B. Brennan
Publisher :
ISBN 13 :
Total Pages : 230 pages
Book Rating : 4.:/5 (451 download)
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:
Author : Amalia A. Allan
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (141 download)
Download or read book Ready for Inclusion? Elementary Music Teachers' Perceptions of Their Preparation to Teach Students with Disabilities written by Amalia A. Allan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusion in the schools has been mandated since the passing of the Education for All Handicapped Children Act in 1975 (EAHCA ; Public Law 94-142). Within the field of music education, historical events like the Tanglewood Symposium of 1967, the Goals and Objectives (GO) Project of 1969, and the Housewright Symposium of 1999 aimed to achieve the best and most equitable music education for all students (Madsen, 2000). Yet, for decades, music teachers have felt underprepared to teach students with disabilities (Cooper, 1999; Darrow, 1999; McCord and Watts, 2010; Salvador, 2010; VanWeelden and Whipple, 2014a). Researchers have examined music teachers' perceptions of their preparation for teaching learners with disabilities (Davila, 2013; Gilbert and Asmus, 1981; Hammel, 2001a), university curricula for special education coursework (Colwell and Thompson, 2000; Culp and Salvador, 2021; Salvador, 2010), and pre-service fieldwork experiences in inclusive settings (Bartolome, 2017; Smith and Wilson, 1999; VanWeelden and Whipple, 2005a). Elementary music teachers have felt especially challenged to meet the diverse needs of their students (Allan, 2020a; Grimsby, 2020a; Hammel, 2001a). The primary purpose of this study was to examine elementary music teachers' perceptions of their preparation to teach students with disabilities. Its secondary purpose was to examine elementary music teachers' perceptions of their preparation so to reduce the three inclusion barriers - organizational, knowledge, and attitudinal - as defined by Adamek and Darrow (2018) when teaching students with disabilities. Data were collected through a researcher-created, web-based survey, which had four sections: (a) Organizational Strategies; (b) Disability, Legislative, and Interprofessional Knowledge; (c) Attitudes Towards Teaching Students with Disabilities; and (d) Open-Ended Questions. The first three sections of the survey aligned with the three inclusion barriers (Adamek and Darrow, 2018). For the first two sections of the survey, participants indicated their perceptions of their preparation for organizational strategies and inclusion knowledge. In the third section, participants rated attitude statements; and in the fourth section, participants responded to short-answer questions in their own words. Participants (N = 87) were members of NAfME who indicated "elementary" as a teaching area and were from all six NAfME regions of the United States. Quantitative data were analyzed using descriptive statistics and a Friedman test, and qualitative data were examined through a coding process. Results of this study suggested that music teachers need music content-specific preparation to teach students with disabilities and that a lack of training might be negatively affecting teachers' attitudes towards teaching students with special needs. Most participants received their training outside of college through professional development opportunities, and most of the preparation at the undergraduate level was outside of the music department. Participants' ratings of specific organizational strategies and inclusion knowledge revealed areas that might need further attention in music teacher preparation programs. Ratings of attitude statements showed music teachers' desire and willingness to create the best opportunities for students with disabilities, but that they lacked preparation to do so. An analysis of participants' open-ended comments supported quantitative results and prior literature findings. Implications and suggestions for future research are discussed.
Author : Sharon Ruth Stidham-Smith
Publisher :
ISBN 13 :
Total Pages : 426 pages
Book Rating : 4.:/5 (858 download)
Download or read book General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom written by Sharon Ruth Stidham-Smith and published by . This book was released on 2013 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom Sharon Ruth Stidham-Smith, Ph.D. The University of Texas at Austin, 2013 Supervisor: James L. Schaller This exploratory descriptive study was conducted to examine the perceptions of general public school teachers regarding inclusion of students with disabilities in their classroom. Instruments used to measure the concepts studied include an Inclusion Inventory followed by additional open-ended questions. A sample of general education public school teachers, who have had a child with a disability in their classroom, was recruited from a Texas regional school district. The research questions asked about the teachers' educational teams, their grade level assignment, and the number of years taught; followed by open ended questions that included the participants' definition of inclusion, their experiences and challenges, training in inclusion, and the concept of the general education teacher having sole responsibility for all the students in the class. Inclusion teams were found to be an important aspect of this study. The participants reported the success (or lack of success) of their inclusive classroom often depended on their inclusion team. In particular, special education coordination with vii administration support in finding solutions for unacceptable classroom behavior, time management, and class size. Many respondents felt further preservice and inservice training on how this support can be accomplished that includes administration as well as general and special education teachers was one avenue that could help realize an inclusive classroom that was beneficial to all. What exactly would be emphasized in this inclusion training was not stated. The inclusive practices and strategies discussed in this study require further research in order to determine what could be called a 'best practice' in the inclusive classroom.
