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High School Teachers Perceptions Of Inclusion
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Book Synopsis High School Teachers' Perceptions of Inclusion by : Carmen Wiggins
Download or read book High School Teachers' Perceptions of Inclusion written by Carmen Wiggins and published by . This book was released on 2012 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion in regards to certification field, degree level, years of experience, and classroom setting. The survey contained of four demographic/background and 27 Likert-type questions. Anova and Pearson-product moment tests were used to analyze data. The researcher found no statistically significant relationships between teachers' perceptions of inclusion in regards to certification field, degree level, and years of experience. However, the study did find a statistically significant relationship between teachers' perceptions of inclusion and classroom setting. The researcher concludes that teachers with experience teaching in inclusion classrooms hold more favorable attitudes toward inclusion than those teachers who do not teach in inclusion classrooms.
Book Synopsis Teachers’ Perceptions, Experience and Learning by : Woon Chia Liu
Download or read book Teachers’ Perceptions, Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Book Synopsis Regular Education High School Teacher Perceptions of Their Preparedness to Instruct Students with Disabilities in an Inclusive Setting by : Margaret E. McCoach
Download or read book Regular Education High School Teacher Perceptions of Their Preparedness to Instruct Students with Disabilities in an Inclusive Setting written by Margaret E. McCoach and published by . This book was released on 2014 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to ascertain regular education high school teacher perceptions of their preparedness to instruct students with disabilities in an inclusive setting. The study was conducted in 2 school districts in southeastern Pennsylvania. Thirty teachers participated in the survey portion of the study. Four open-ended questions were added to the survey in order to gather more information regarding teachers' perceptions regarding inclusion. Individual interviews with 10 participants provided additional insight to their perceptions. Results of the study indicate that participants understood what inclusion and differentiation are and, overall, felt as though inclusion is beneficial for students. Data also revealed that participants perceived that they were able to implement modifications and accommodations and plan lessons using active learning strategies. Results also indicate that participants felt as though they needed more resources, support, and training in order to implement inclusion effectively. Specifically, participants noted a need for more time to collaborate and plan, adapt instructional materials, and participate in professional development in inclusionary practices in order to implement inclusion effectively.
Book Synopsis Understanding the Development of Inclusive Schools by : Mel Ainscow
Download or read book Understanding the Development of Inclusive Schools written by Mel Ainscow and published by Routledge. This book was released on 2002-01-04 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current emphasis on individualised intervention programmes for students with special needs may not only be impractical, but also undesirable. This book compares and contrasts special needs approaches with school effectiveness strategies. The author sets out theories about inclusive schooling that arise out of a detailed scrutiny of practice. The link between theory and practice will be welcomed by many practitioners. With extensive examples from the field to illustrate Ainscow's ideas, this is an eminently accessible text.
Book Synopsis Teachers' Perceptions of Supports and Resources in an Inclusive High School by : Karen Rodifer Zaino
Download or read book Teachers' Perceptions of Supports and Resources in an Inclusive High School written by Karen Rodifer Zaino and published by . This book was released on 1996 with total page 176 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 Secondary Teachers Perceptions of Inclusion and Inclusive Schooling Practices in Louisiana Inner-city Schools by : Cheryl Bernadette Majors-Brandon
Download or read book Secondary Teachers Perceptions of Inclusion and Inclusive Schooling Practices in Louisiana Inner-city Schools written by Cheryl Bernadette Majors-Brandon and published by . This book was released on 2003 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Junior High School Teachers' Perceptions of Inclusive Schooling for Children with Behavior Disorders by : Zandile P. Nkabinde
Download or read book Junior High School Teachers' Perceptions of Inclusive Schooling for Children with Behavior Disorders written by Zandile P. Nkabinde and published by . This book was released on 1998 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How Do Teachers' Perceptions Affect Inclusion? by : Joyce Elaine Long
Download or read book How Do Teachers' Perceptions Affect Inclusion? written by Joyce Elaine Long and published by . This book was released on 2008 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of general education teachers toward the inclusion of students with cognitive disabilities in their classes. A Likert scale format survey instrument known as KARE was used to analyze 18 high school teachers' attitudes about teaching inclusion answering questions about time, curriculum, resources, and training.
Book Synopsis Practice tests for Friend and Bursuck "Including students with special needs" by : L. M. Mehlig
Download or read book Practice tests for Friend and Bursuck "Including students with special needs" written by L. M. Mehlig and published by . This book was released on 1999 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Understanding High School Teachers' Attitudes Toward the Inclusion of Students with an Emotional Disturbance by : Christina Flores Smith
Download or read book Understanding High School Teachers' Attitudes Toward the Inclusion of Students with an Emotional Disturbance written by Christina Flores Smith and published by . This book was released on 2017 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study of inclusion of high school students with an emotional disturbance (ED) in general education classes lags behind the prevalence of the practice. To better understand how to support the inclusion of students with ED, the author employed surveys and interviews to understand general educators’ perceptions on students’ disturbing behaviors and academic skills in relationship to their readiness for inclusion and conducted a similar survey to understand the perspectives of students with ED. The results indicated that teachers were less tolerant of socially defiant behaviors and most valued cooperation. Teacher perceptions on inclusion varied based on teaching experience and personal experience. Contrary to the opinions of participating students, most general education teachers supported inclusion of students with ED.
Book Synopsis Principals and Student Achievement by : Kathleen Cotton
Download or read book Principals and Student Achievement written by Kathleen Cotton and published by ASCD. This book was released on 2003 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school.
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.
Book Synopsis Teachers' Perceptions of Inclusion by : Stephanie Batterman
Download or read book Teachers' Perceptions of Inclusion written by Stephanie Batterman and published by . This book was released on 2001 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Essential Special Education Guide for the Regular Education Teacher by : Edwards Burns
Download or read book The Essential Special Education Guide for the Regular Education Teacher written by Edwards Burns and published by Charles C Thomas Publisher. This book was released on 2007 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Individuals with Disabilities Education Act (IDEA) of 2004 has placed a renewed emphasis on the importance of the regular classroom, the regular classroom teacher and the general curriculum as the primary focus of special education. This book contains over 100 topics that deal with real issues and concerns regarding the regular classroom and the special education process. These concerns range from requirements for referring a child for an individual evaluation, school discipline, classroom-based assessment, IEP meetings, inclusion and mainstreaming, and various legal requirements relating to IDEA, Section 504 of the Rehabilitation Act of 1973, and the No Child Left Behind act. It stresses the importance that every child with a disability must have goals to enable the child to be involved in and make progress in the general education curriculum.OCO Other issues interspersed within this text include classroom needs, the planning of individualized education programs, and participation in all aspects of the general curriculum. In order to achieve these goals, support for the regular classroom teacher must be provided so that children with disabilities can be involved in, and make progress in, the curriculum and participate in nonacademic activities."
Book Synopsis A Comparative Study of Classroom Teachers' Perceptions Towards Inclusion by : Keisha H. Pritchard
Download or read book A Comparative Study of Classroom Teachers' Perceptions Towards Inclusion written by Keisha H. Pritchard and published by . This book was released on 2014 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine classroom teachers' perceptions of inclusion (students with disabilities being educated in a regular classroom setting) in seven randomly selected school districts in North Carolina (p. 49). Regular education teachers at both the elementary and secondary levels were surveyed to determine characteristics that impact their perceptions of inclusion in regards to teacher gender, years of teaching experience, subjects taught (core or elective classes), past experience with inclusion, personal experience with disabilities, number of hours of coursework concerning disabilities, number of hours of professional development concerning disabilities, number of hours of training concerning inclusion, and region. This study detailed related research in the area of inclusion and the variables that are a part of teachers' perceptions. The research provided guidance for the researcher and the study. -- The Attitudes Towards Teaching All Students (ATTAS-mm) Instrument was used for this study. Permission for the use of the instrument was obtained from Jess Gregory, one of the authors of the instrument. The ATTAS-mm was developed in 2011 by Jess L. Gregory and Lori A. Noto. The ATTAS-mm is arranged to load onto three different components of attitude: cognitive, behavioral, and affective. -- One research question is identified: What are the key identifiable characteristics that impact teachers' perceptions towards inclusion? In analyzing the results of the survey, teachers' perceptions were disaggregated based on the characteristics provided. There was no significant difference in teachers' perceptions as related to current teaching assignment, gender, years of teaching experience, experience with inclusion, or the number of hours of training in inclusive practices. In regards to the subject taught, elective teachers were more accommodating for students in the inclusive setting. Teachers who had personal experience with individuals with disabilities had a more positive attitude than those who had no experience. The greater the number of hours of academic coursework teachers had concerning disabilities, the more they felt that separate classrooms should not be eliminated. As the number of hours of professional development concerning disabilities increased, so did the degree of positive attitudes. Regions were analyzed with the most positive attitude towards inclusion being represented in the sandhills/south central region, and the southeast region was the most negative.
Book Synopsis Teaching Every Student in the Digital Age by : David Howard Rose
Download or read book Teaching Every Student in the Digital Age written by David Howard Rose and published by . This book was released on 2002 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ensuring that all students achieve the same high standard of learning would be much easier if you could quickly and easily customize lesson plans and curriculum materials to each student's needs, interests, and skills level. Here's a book that explains how to make that ideal a reality. Explore the concept of Universal Design for Learning and how it can help you meet standards while you address the unique needs of each student. Drawing from brain research and the power of digital technology, the authors explain how to - Set appropriate goals for every student. - Choose the teaching methods and materials that give every student optimum instructional support. - Ensure the fair and accurate assessment of every student's progress. A school case study, a set of templates, and links to online resources get you started in applying the concepts to your classroom. A companion website offers interactive experiences, classroom videos, lessons, online discussions, interviews with experts, student case stories, resource links, and more in-depth information.
