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General Education Teachers Attitudes Toward The Inclusion Of Students With Disabilities
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Book Synopsis General Education Teachers' Attitudes Toward the Inclusion of Students with Disabilities by : Erika L. Bradley
Download or read book General Education Teachers' Attitudes Toward the Inclusion of Students with Disabilities written by Erika L. Bradley and published by . This book was released on 2009 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom in a Rural School District by : Robin M. Pelt
Download or read book Teachers' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom in a Rural School District written by Robin M. Pelt and published by . This book was released on 2020 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the research, inclusion in the general education setting is valuable to the academic and social development of students with disabilities. Teachers play a significant role in the success of students with disabilities in this setting (Coombs-Richardson & Mead, 2001; Fuchs, 2010; Test et al., 2009). Research shows that teachers display positive and negative attitudes toward inclusion based on the severity of the disability category (Cook, 2001; Ernest & Rogers, 2009). The purpose of this study was to examine teachers' attitudes toward the inclusion of students with disabilities in the general education classroom in a rural school district. An ANOVA was run to analyze teachers' attitudes based on disability category and to determine if grade level taught by teachers acts as a moderator to their attitudes. Results revealed that students' disability categories had a significant impact on teachers' attitudes and that grade level taught acts as a moderator to teachers' attitudes toward inclusion. Limitations were discussed, and recommendations for practice, policy, and research were provided.
Book Synopsis Teacher Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom by : Robyn Eiken
Download or read book Teacher Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom written by Robyn Eiken and published by . This book was released on 2015 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the implementation of IDEA (Individuals with Disabilities Education Act) in 1975, educating students in the least restrictive environment has become common practice among schools. This leads to the inclusion of students with disabilities in the general education classroom. The following study evaluates the impact that inclusion has on general education teachers. 22 general education teachers were surveyed to determine how inclusion affects their attitude toward multiple variables, including stress level, planning time, enjoyment of teaching, and perceived value of students with special needs. The study found that the majority of teachers feel that students with disabilities are a valuable part of the classroom and are enjoyable to teach. The teachers feel that general education students learn better when students with disabilities are included in the classroom. However, having special needs students included in the classroom takes additional planning time and causes teachers to feel more stressed. Furthermore, the study compares the opinions of teachers with 1-10 years of teaching experience and teachers with 11 or more years of teaching experience. It is concluded that additional professional development opportunists and training should be given to general education teachers to help them successfully implement inclusion.
Book Synopsis Teachers' Attitudes Toward Inclusion of Students with Disabilities in a General Education Class by : Vanisa Brown
Download or read book Teachers' Attitudes Toward Inclusion of Students with Disabilities in a General Education Class written by Vanisa Brown and published by . This book was released on 2008 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom by : Sherita M. Wilson
Download or read book Teacher Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom written by Sherita M. Wilson and published by . This book was released on 2003 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Professional Development on General-education Teachers' Attitudes Toward the Inclusion of Students with Disabilities in the Inclusive Environment by : Annie P. Hurt
Download or read book The Impact of Professional Development on General-education Teachers' Attitudes Toward the Inclusion of Students with Disabilities in the Inclusive Environment written by Annie P. Hurt and published by . This book was released on 2007 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Teachers and Support Staff's Attitudes Toward Students with Disabilities in the Inclusive General Education Classroom by : Carrie Mae Yoakum
Download or read book High School Teachers and Support Staff's Attitudes Toward Students with Disabilities in the Inclusive General Education Classroom written by Carrie Mae Yoakum and published by . This book was released on 2019 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown teachers' attitudes toward students with disabilities directly affect the students' performance in the general education classroom; however, more research is needed to determine what variables influence high school teacher and support staff attitudes. The purpose of this study was to determine the attitudes of high school general education teachers, special education teachers, and support staff toward students with disabilities in the general education classroom. The study examined multiple variables such as gender, race/ethnicity, teaching experience, educators' role, and school size; and the impact of professional development on their attitudes toward inclusion. This study used an explanatory sequential mixed-methods design. Data collection included the Inclusion Attitude Scale for High School Teachers (IASHST), developed by Ernst and Roger, and then focus groups for general education teachers, special education teachers, and support staff in order to triangulate the findings. The results of this study found that general education teachers may have a more negative attitude than special education teachers and support staff. However, it is important to note that members of each focus group described what they considered to be appropriate exceptions to including students with disabilities in the general education classroom.
Book Synopsis Teachers' Attitudes Toward the Inclusion of Students with Disabilities in Regular Education Classes by : Gidget Virginia Ann Ryskamp
Download or read book Teachers' Attitudes Toward the Inclusion of Students with Disabilities in Regular Education Classes written by Gidget Virginia Ann Ryskamp and published by . This book was released on 2009 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Relationships Between Secondary General Education Teachers' Attitudes Toward Inclusion, Professional Development, and Support from Special Education Personnel by : Lynn Wogamon
Download or read book Examining the Relationships Between Secondary General Education Teachers' Attitudes Toward Inclusion, Professional Development, and Support from Special Education Personnel written by Lynn Wogamon and published by . This book was released on 2013 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: This correlational research study examined the relationships between secondary general education teachers' attitudes toward inclusion, hours of professional development in topics related to special education and hours of support from special education personnel addressing the needs of students with disabilities received weekly. The research also investigated whether this information could be used to predict secondary general education teachers' attitudes towards inclusion. General education teachers in six South Carolina high schools completed the Scale of Teacher Attitudes Toward Inclusive Classrooms (STATIC) and a demographic survey that asked about hours of professional development in special education topics and hours of support received weekly from special education personnel and administrators regarding students with disabilities. Correlational and regression analyses were conducted to determine the strength and direction of relationships, as well as the predictive nature of the data to determine secondary general education teachers' attitudes toward inclusion. Results indicated statistically significant positive correlations between variables, with a slightly stronger correlation when hours of professional development and hours of support were considered together. These findings suggest that additional training and support for teachers in inclusive classrooms may lead to more positive attitudes toward the concept of inclusion, ultimately improving learning outcomes for students with disabilities.
Book Synopsis Creating Inclusive Classrooms by : Spencer J. Salend
Download or read book Creating Inclusive Classrooms written by Spencer J. Salend and published by . This book was released on 2010-02-15 with total page 599 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating an inclusive classroom means understanding federal legislation as well as national and state standards, but the practical and streamlined seventh edition of Creating Inclusive Classrooms: Effective and Reflective Practices recognizes that it means more than that. This text goes beyond the typical inclusion text, translating theory and research into practices you can use in your inclusive classroom by illustrating the principles of effective inclusion through classroom scenarios, online footage, and successful strategies. The text has the most current vision of today's inclusive classroom, which truly helps you create a successful educational experience for all students. New to This Edition: *NEW UDL and You features throughout the text guide you in understanding and implementing the principles of universal design to help all learners access the general education curriculum and succeed in inclusive classrooms.
Book Synopsis Teaching Students with Special Needs in Inclusive Settings by : Tom E. C. Smith
Download or read book Teaching Students with Special Needs in Inclusive Settings written by Tom E. C. Smith and published by . This book was released on 2013-08-08 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt: For undergraduate or graduate courses on Inclusion. Categorical inclusion text with keen insight on individual student needs. This highly praised text takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know.
Book Synopsis Regular Education Teachers' Attitudes Regarding the Inclusion of Students with Disabilities in Rural Schools by : Johayna Barker Mullen
Download or read book Regular Education Teachers' Attitudes Regarding the Inclusion of Students with Disabilities in Rural Schools written by Johayna Barker Mullen and published by . This book was released on 1998 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Attitudes Toward Inclusion by : Hala Elhoweris
Download or read book Teachers' Attitudes Toward Inclusion written by Hala Elhoweris and published by . This book was released on 2004 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to (a) investigate current teachers' attitudes toward inclusion, and to (b) explore possible difference in the general and special education teachers' attitudes toward inclusion of students with disabilities in the integrated education classroom. A total of 10 participants from a large mid-western state university participated in this study. All ten participants were in-service teachers enrolled in graduate classes. The findings of this study indicated that teachers had positive attitudes toward inclusion of students with disabilities in general education classroom. Some differences, however, were found between the attitudes of special and regular education teachers. Special educators were more supportive to full inclusion than the general educators. The integration of information concerning teachers' beliefs/points of view about inclusion may help practitioners to design educational settings that enhance all students' academic performance. (Contains 1 table.).
Book Synopsis Attitudes of General, Bilingual/ESL, and Special Education Teachers Toward the Inclusion of Students with Learning Diabilities and Students with Learning Disabilities who are Also English Language Learners by : Arturo Cabello
Download or read book Attitudes of General, Bilingual/ESL, and Special Education Teachers Toward the Inclusion of Students with Learning Diabilities and Students with Learning Disabilities who are Also English Language Learners written by Arturo Cabello and published by . This book was released on 1999 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Attitudes Toward Inclusion of Students with Disabilities in the Regular Education Classroom by : Pamela K. Marks
Download or read book Teachers' Attitudes Toward Inclusion of Students with Disabilities in the Regular Education Classroom written by Pamela K. Marks and published by . This book was released on 1997 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Secondary Special Educators' Attitudes and Sense of Self-Efficacy Toward Inclusive Education by : Jacqueline Michelle Wood
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.
Book Synopsis Teacher Attitudes Toward Inclusion by : Amanada Pennington
Download or read book Teacher Attitudes Toward Inclusion written by Amanada Pennington and published by . This book was released on 2012 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the attitudes of general educators toward movement of students with special needs into general education classrooms. This study was conducted using a descriptive quantitative approach with a survey design. The total number of participants was 73 with a total return rate of 53%. Teachers were surveyed on their (a) attitudes towards students with disabilities in inclusive settings, (b) beliefs about professional roles and responsibilities, and (c) beliefs about the efficacy of inclusion. Time spent with special education teachers tended to increase teacher beliefs that students with mild to moderate disabilities can be more effectively educated in regular classrooms as opposed to special education classrooms. The vast majority of teachers responded positively to their roles and responsibilities with students with disabilities. General education teachers showed a positive belief in the efficacy of inclusion, as 80% indicated that they believed inclusion was effective due to the social skills that can be learned. Almost 20% of participants did not believe that students with mild or moderate disabilities should be educated in the general education classroom to the fullest extent possible. It is recommended that administrators address the attitudes of general education teachers. This could be done through in-service training, mentoring and allotting time to collaborate with special education teachers. More research should be done to determine reasons why teacher attitudes are negative, so that schools may work to maintain positive attitudes and successful inclusion programs.
