Perceptions Of Elementary General Education Teachers On Inclusive Practices

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Perceptions of Elementary General Education Teachers on Inclusive Practices

Author : Stefani L. Doyle
Publisher :
ISBN 13 :
Total Pages : 131 pages
Book Rating : 4.:/5 (131 download)

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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.

Beginning Elementary Education Teachers' Perceptions Concerning Teaching in Inclusive Classrooms

Author : Marva Satterfield Miller
Publisher :
ISBN 13 :
Total Pages : 161 pages
Book Rating : 4.:/5 (957 download)

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Book Synopsis Beginning Elementary Education Teachers' Perceptions Concerning Teaching in Inclusive Classrooms by : Marva Satterfield Miller

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.

What Every Special Educator Must Know

Author : Council for Exceptional Children
Publisher : Council For Exceptional Children
ISBN 13 : 0865865043
Total Pages : 160 pages
Book Rating : 4.8/5 (658 download)

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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.

General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom

Author : Sharon Ruth Stidham-Smith
Publisher :
ISBN 13 :
Total Pages : 426 pages
Book Rating : 4.:/5 (858 download)

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Book Synopsis General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom by : Sharon Ruth Stidham-Smith

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.

An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes

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Author : Ahmed Afia Laroussi
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (971 download)

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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.

Full Inclusion

Author : Shanda M. Carrasco
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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Book Synopsis Full Inclusion by : Shanda M. Carrasco

Download or read book Full Inclusion written by Shanda M. Carrasco and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Individuals with Disability Education Act (IDEA) states that students with special needs should be educated to the maximum extent possible in the general education setting. Full inclusion practices allow students with special needs to be educated in the general education setting while receiving services for their unique needs. This study aimed to determine if general education teachers held negative perceptions toward full-inclusion practices and students with special needs. Furthermore, the study aimed to discover if there was a correlation between general education teachers' negative perceptions and the implementation of full inclusion practices. Through a Likert scale survey, current K-12 general education teachers across the United States rated 10 perception statements regarding their feelings towards full inclusion and students with special needs. The data indicated that the overall average score for respondents was in the neutral to slightly positive range. For perception statements regarding special needs students specifically, the average overall score fell more in the positive range; however, the average overall scores were negative when viewing perception statements regarding full inclusion practices. General education teachers who teach full inclusion were found to have the most positive perceptions toward full inclusion practices and students with special needs. General education teachers with full inclusion practices on their campuses had the next highest rate of positive perceptions. In contrast, general education teachers who did not work on inclusion campuses or in inclusive classrooms held the most negative perceptions. The data implies that the more exposure teachers have to full inclusion practices and students with special needs, the more positive their perceptions. It can also be assumed that full inclusion practices cannot be successfully implemented while general education teachers hold negative perceptions towards full inclusion and students with special needs.

Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities

Author : Lisa R. Conrad
Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (131 download)

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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.

General Education Elementary Teachers' Perceptions of Developing "interventionist" Beliefs and Practices

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Author : Michelle Nicole Pompeo
Publisher :
ISBN 13 :
Total Pages : 370 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis General Education Elementary Teachers' Perceptions of Developing "interventionist" Beliefs and Practices by : Michelle Nicole Pompeo

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.

A Guide for ensuring inclusion and equity in education

Author : UNESCO
Publisher : UNESCO Publishing
ISBN 13 : 9231002228
Total Pages : 45 pages
Book Rating : 4.2/5 (31 download)

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Book Synopsis A Guide for ensuring inclusion and equity in education by : UNESCO

Download or read book A Guide for ensuring inclusion and equity in education written by UNESCO and published by UNESCO Publishing. This book was released on 2017-06-05 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt:

General Education Teachers' Perceptions of Inclusive Practices for Students with an Emotional Impairment in the General Education Classroom

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Author : Bridget Lindsey
Publisher :
ISBN 13 :
Total Pages : 286 pages
Book Rating : 4.:/5 (118 download)

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Book Synopsis General Education Teachers' Perceptions of Inclusive Practices for Students with an Emotional Impairment in the General Education Classroom by : Bridget Lindsey

Download or read book General Education Teachers' Perceptions of Inclusive Practices for Students with an Emotional Impairment in the General Education Classroom written by Bridget Lindsey and published by . This book was released on 2020 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Inclusion Strategies for Secondary Classrooms

Author : M. C. Gore
Publisher : Corwin Press
ISBN 13 : 1412975441
Total Pages : 249 pages
Book Rating : 4.4/5 (129 download)

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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.

Elementary Teachers' Perceptions about Implementation of Inclusive Education

Author : Isa Korkmaz
Publisher :
ISBN 13 :
Total Pages : 7 pages
Book Rating : 4.:/5 (16 download)

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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.).

Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education

Author : Tracy Colebrooke
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (1 download)

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Book Synopsis Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education by : Tracy Colebrooke

Download or read book Bahamian Elementary School Principals' and Teachers' Perceptions of Inclusive Education written by Tracy Colebrooke and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This case study, with an explanatory sequential mixed-methods approach, aimed to determine Bahamian elementary school principals’ and teachers’ perceptions of including students with disabilities in General Education classrooms and leadership that promotes and sustains Inclusive Educational practices. The research questions addressed included: (1) What are Bahamian elementary school principals’ and teachers’ perceptions of Inclusive Education with regard to: (a) comfort levels when engaging with people with disabilities; (b) acceptance of learners with different needs; and, (c) concerns about implementing Inclusive Educational practices? (2) What are Bahamian elementary school principals’ and teachers’ perceptions of leadership style that would be ideal for promoting and sustaining Inclusive Educational learning environments? This study consisted of a sample population of 52 educators from three public elementary schools located on Nassau, New Providence, Bahamas. In the quantitative phase of this study, Forlin et al.’s (2011) SACIE-R survey was modified and administered; data collected were analyzed using descriptive statistics. In the qualitative phase of this study, nine semi-structured interviews were conducted; the data were analyzed using thematic analysis and the constant comparative method. Major findings revealed an overall reluctance to engage in Inclusive Educational practices by principals and teachers as a result of the shortcomings of the Bahamian Educational system; these shortcomings were depicted by themes such as putting the cart before the horse has been problematic, we are in dire need, and reform the system. This study also revealed the presence of leadership that can foster and sustain Inclusive Educational practices.

General Education Teachers' Perceptions Regarding Inclusion

Author : Kelly Lynn Whitaker
Publisher :
ISBN 13 :
Total Pages : 149 pages
Book Rating : 4.:/5 (765 download)

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Book Synopsis General Education Teachers' Perceptions Regarding Inclusion by : Kelly Lynn Whitaker

Download or read book General Education Teachers' Perceptions Regarding Inclusion written by Kelly Lynn Whitaker and published by . This book was released on 2011 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a difference in middle school general education teachers' perception of the inclusion of students with disabilities in general education classes. A survey was sent to general education teachers at 14 middle schools in the Northeast Georgia Pioneer Regional Education Services Agency (RESA). The answers to the survey were compiled and analyzed for the differences in teacher perceptions of inclusion. The two groups were comprised of general education teachers who have taught in inclusive middle school settings and general education teachers who have taught only in traditional middle school settings. The general question addressed in this study was: Are there statistically significant differences in the perceptions of general education teachers that teach in inclusive middle school settings and general education teachers that teach only in traditional middle school settings towards the inclusion of students with disabilities? The researcher used a t-test to determine the statistical significance between the two groups.

The Inclusive Classroom

Author : Daniel Sobel
Publisher : Bloomsbury Publishing
ISBN 13 : 1472977890
Total Pages : 177 pages
Book Rating : 4.4/5 (729 download)

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Book Synopsis The Inclusive Classroom by : Daniel Sobel

Download or read book The Inclusive Classroom written by Daniel Sobel and published by Bloomsbury Publishing. This book was released on 2021-01-07 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective inclusion in the classroom shouldn't be a burden; it should be the most rewarding aspect of a teacher's role. 'An excellent guide to changing approaches to inclusion and creating a culture where all children can flourish.' SEN Magazine In this innovative guide to supporting the most vulnerable students, experts Daniel Sobel and Sara Alston help primary and secondary teachers understand the barriers to children's learning. Emphasising the importance of meeting needs rather than focusing on diagnosis, they provide proven differentiation methods that maximise learning for the whole class, while reducing stress and saving time for the teacher. Guiding teachers through all the different phases of a single lesson, from starters to plenaries, the unique format of The Inclusive Classroom will help bring inclusion to the forefront of any lesson plan. Each chapter contains simple, effective actions to differentiate and improve learning outcomes for students vulnerable to underachievement, including those traditionally labelled SEN, EAL, pupil premium, looked after and young carers. Also provided are back-up ideas for when things don't go to plan, real-life anecdotes from teachers, and instructions on how to rethink traditional diagnoses and instead prioritise strengths and participation needs.

Beliefs and Practices of General and Special Education Teachers Regarding Inclusion of Students with Learning Disabilities

Author : Loredana Bruno
Publisher :
ISBN 13 :
Total Pages : 146 pages
Book Rating : 4.:/5 (89 download)

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Book Synopsis Beliefs and Practices of General and Special Education Teachers Regarding Inclusion of Students with Learning Disabilities by : Loredana Bruno

Download or read book Beliefs and Practices of General and Special Education Teachers Regarding Inclusion of Students with Learning Disabilities written by Loredana Bruno and published by . This book was released on 2005 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Primary Teachers' Perceptions of Inclusion in the General Education Setting

Author : Meredith L. Armstrong
Publisher :
ISBN 13 :
Total Pages : 65 pages
Book Rating : 4.:/5 (754 download)

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Book Synopsis Primary Teachers' Perceptions of Inclusion in the General Education Setting by : Meredith L. Armstrong

Download or read book Primary Teachers' Perceptions of Inclusion in the General Education Setting written by Meredith L. Armstrong and published by . This book was released on 2010 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: A thesis submitted to the Graduate Faculty of Elizabeth City State University in partial fulfillment of the requirements for the degree of Master of Education in Elementary Education.