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Teacher And Building Administrator Perceptions Of The Inclusion Model Within Rural School Districts
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Book Synopsis Teacher and Building Administrator Perceptions of the Inclusion Model Within Rural School Districts by : Brian M. Cromer
Download or read book Teacher and Building Administrator Perceptions of the Inclusion Model Within Rural School Districts written by Brian M. Cromer and published by . This book was released on 2018 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to investigate the perceptions of general education teachers, special education teachers, and building administrators regarding the inclusion model at the elementary, middle, and high school levels. This study was conducted in two rural school districts in south-central Pennsylvania. The participants included 35 general education teachers, 10 special education teachers, and 7 building administrators who completed a survey containing Likert-style statements, multiple choice questions, and open-ended questions. At the conclusion of the survey, three general education teachers, two special education teachers, and five building administrators volunteered for a phone interview. The results of the study indicated that general education teachers understood the social benefits but not the academic benefits of the inclusion model. General education teachers also showed a desire to increase common planning time and collaboration with special education teachers. Special education teachers and building administrators indicated an understanding and support of inclusion, but building administrators lacked the understanding of the perceptions of the general education teachers with the inclusion model. Results also indicated general education teachers' concern regarding the lack of professional development offered pertaining to special education practices. Both groups of teachers expressed working with special education teachers and observations of colleagues' classrooms as preferred methods of professional development to increase knowledge of inclusion practices.
Book Synopsis Are School Administrators and Teachers' Attitudes Toward Inclusion Influence by the Change Process? by : Barry Wayne Goley
Download or read book Are School Administrators and Teachers' Attitudes Toward Inclusion Influence by the Change Process? written by Barry Wayne Goley and published by . This book was released on 2013 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the relationship between the change process for inclusive teaching practices and the attitudes of educators toward inclusion of students with disabilities in the general educational setting. This research study was based upon the theoretical construct of Rogers' (2003) Diffusion of Innovations, which identifies the specific process in which any innovation is introduced within a social organization. A descriptive correlational design was used to examine the quantitative data collected from teachers and administrators from school districts. Teachers and administrators completed the Opinions Relative to the Integration of Students with Disabilities (ORl; Antonak & Larrivee, 1995) and the Change Process Survey (CPS; Keaster, 2007). The ORl assessed the educators' attitudes toward the inclusion of students with disabilities in the general classroom across four constructs. In addition, the CPS measured participants' responses to the change process in regards to the implementation of inclusion within the schools. The sample consisted of 96 educators (83 teachers and 13 administrators) from 7 schools within a geographical region of south central Kentucky. The data were analyzed by descriptive statistics, and inferential analysis consisting of both parametric and nonparametric methodologies: t-test for independent samples, Mann-Whitney U test, and ANOVA. The results indicated a statistically significant positive correlation between the change process constructs and the educators' attitudes toward the inclusive innovation. However, teachers' attitudes varied significantly as compared to administrators' perceptions of teachers' attitudes, as teachers indicated the need for further training on inclusion in order for the program to be successful. This research contributes to the education field by highlighting the necessity for both teacher preparation programs and school districts to infuse their programs with training on topics of special education, particularly on the inclusive teaching practices for students with disabilities. The results also point out the importance of attention to all parts of the change process when any innovation is introduced in educational settings.
Book Synopsis Perceptions of Teachers and Administrators of the Organizational Supports for Inclusion Programs in Southwest Florida Elementary Schools by : Brian D. Moore
Download or read book Perceptions of Teachers and Administrators of the Organizational Supports for Inclusion Programs in Southwest Florida Elementary Schools written by Brian D. Moore and published by . This book was released on 2005 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
Book Synopsis Student, Teacher, and Administrator Perceptions of a Co-teaching Inclusion Model in One Virginia High School by : Marjorie L. Rosati
Download or read book Student, Teacher, and Administrator Perceptions of a Co-teaching Inclusion Model in One Virginia High School written by Marjorie L. Rosati and published by . This book was released on 2009 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Inclusion Strategies for Secondary Classrooms by : M. C. Gore
Download or read book Inclusion Strategies for Secondary Classrooms written by M. C. Gore and published by Corwin Press. This book was released on 2010-04-07 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: The author provides educators with sixty-six keys to help middle and secondary school students with disabilities succeed.
Book Synopsis Effects of an Inclusion Professional Development Model on Inclusion Knowledge and Perceptions of Regular Middle School Educators by : Dr. Otelia A. Royster
Download or read book Effects of an Inclusion Professional Development Model on Inclusion Knowledge and Perceptions of Regular Middle School Educators written by Dr. Otelia A. Royster and published by Xlibris Corporation. This book was released on 2012-12-19 with total page 45 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective changes do not come without a cost. Consistent monitoring and support requires open communication, and responsive action. It is critical to clearly define the responsibilities of regular and special educators, and to commit time and resources for continued professional development. In a time of increasing accountability and ever-changing priorities, educators must continue to be an advocate for positive change. Finally, the inclusion of students with disabilities is a matter of law
Book Synopsis Teachers' and Administrators' Attitudes Towards Inclusion by : Leatrice Lynn Satterwhite
Download or read book Teachers' and Administrators' Attitudes Towards Inclusion written by Leatrice Lynn Satterwhite and published by . This book was released on 2015 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined attitudes of general education teachers, special education teachers, and building administrators relative to inclusive practices. Using survey methodology, the level of agreement or disagreement of teachers' and administrators' attitude towards inclusive practices was measured in four areas: Planning, Classroom/School Environment, Collaboration/Team Partners, and Resources/Support/Professional Development. A purposeful sampling of participants, including 47 teachers and principals representing 30 elementary schools from a large urban school district in southern Maryland, voluntarily completed an Inclusive Practices Survey. The survey measured teacher and administrator attitude using a 22-item, five-point Likert scale. The quantitative questions were augmented by five qualitative questions that were an extension of select quantitative items. The data was analyzed using t-test, frequency distribution, Chi-Square-Cross Tabulation bivariate statistical test, and one-way analysis of variance (ANOVA). Analyses revealed a significant difference between special educators and building administrators in reference to Collaboration/Team Partners. Overall, a majority of the responses for both teachers and administrators were in the strongly agree and agree somewhat categories. Comparison of the results for each of the groups separately exposed that building administrators chose the highest rating of strongly agree more frequently than did the total group. General education teachers selected strongly disagree at double the rate of special education teachers and triple the rate of administrators. Results support other researchers' findings, which indicate that principals' attitudes toward inclusion were encouraging and have an influential impact on school-wide policy and practices. Implications surfaced from the findings to signify students with and without disabilities working together collaboratively, general education teachers and special education teachers sharing the responsibility for behavior management and administration, and providing ongoing support to teachers, school teams can provide the foundation for strong inclusive practices, which may positively impact the levels of academic achievement, enhance students social skills, and improve school culture and acceptance of all.
Book Synopsis Teacher's Perceptions of the Effectiveness of Inclusive Education Training in the Marquette-Alger Intermediate School District by : Anne Marie Pecotte
Download or read book Teacher's Perceptions of the Effectiveness of Inclusive Education Training in the Marquette-Alger Intermediate School District written by Anne Marie Pecotte and published by . This book was released on 1991 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Inclusion by : Stephanie Diane Houston Johnson
Download or read book Perceptions of Inclusion written by Stephanie Diane Houston Johnson and published by . This book was released on 2000 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated perceptions of inclusion in a small rural southeast Ohio school district. Participants were elementary teachers. From the three buildings, teachers included: regular education teachers, special education teachers, art teachers, music teachers, physical education teachers, title one teachers, kindergarten teachers, intervention teachers, and principals. The teachers were given a survey to complete. Questions included: background information, perceptions of inclusion, and knowledge of special education laws. The study was a casual-comparative research design or ex post facto. Once data was collected, it was analyzed using a computer data analysis program called SPSS. Among the major findings were the differences in perceptions among the three buildings. In two of the buildings most teachers either supported it; in the third building most teachers appeared to not understand it as fully nor support it as well.
Book Synopsis Teacher and Administrator Perceptions of the Inclusive Classroom by : Mark Richard Anderson
Download or read book Teacher and Administrator Perceptions of the Inclusive Classroom written by Mark Richard Anderson and published by . This book was released on 2005 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities by : Lisa R. Conrad
Download or read book Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities written by Lisa R. Conrad and published by . This book was released on 2015 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the perceptions of regular education teachers, special education teachers, and administrators regarding the impact of inclusionary practices on the academic skills of elementary students with disabilities from four school districts in south central Pennsylvania. Information gained from this study yielded perceptions of teachers and administrators about including students with disabilities for reading and math in the general education classroom. The participants included regular education teachers, special education teachers, and administrators who included elementary principals and central office administrators from four school districts in two counties. Using an on-line survey, open-ended questions, and interviews, this study was guided by three research questions related to the perceptions of including students with disabilities in the general education setting for academic skills. The results showed that regular education teachers, special education teachers, and administrators had varied perceptions of students being successful academically in an inclusion setting. Four themes evolved from the study: the need for (a) a common vision and support system, (b) an increase of inclusion practices in the general education setting for students with disabilities in order to improve academic skills, (c) curriculum modifications, and (d) staff training.
Book Synopsis A Study of the Perception of the Importance of Providing Diversity, Equity, and Inclusion by : Sally A. Klemm
Download or read book A Study of the Perception of the Importance of Providing Diversity, Equity, and Inclusion written by Sally A. Klemm and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the correlation between an educational leader's perception of the importance of providing Diversity, Equity, and Inclusion (DEI) professional development to the teaching staff and the depth of the professional development in K-8 school districts. The survey consisted of 34 multiple-choice questions and 26 questions on a 5-point Likert scale. The goal was to collect survey responses from 50 school principals from K-8 School Districts in the Northern Region of New Jersey. Participants (N = 58) were given a link to a Microsoft Form anonymously via email. Several research questions revealed statistically significant findings between inexperienced and experienced administrators, rural school principals, suburban and urban school principals, elementary school principals, PreK-8, and middle school principals. Differences were seen in curriculum embedding educational equity, meeting the diverse needs of the students, and the level of comfort staff had in discussing race-related topics and incorporating diversity into classroom materials. These differences supported culturally responsive teaching and transformational leadership to diminish the discrepancies between the types of schools and administrators. The findings from this research led to various recommendations for future research and practice. One addresses a qualitative study on transformational leadership and effective DEI professional development. Building new behaviors, especially unlearning biased behavior, takes dedication, time, self-reflection, and commitment. Individuals must be motivated to become their best version and be inspired to build a school climate where all students achieve and feel valued. (ProQuest abstract).
Book Synopsis Inclusion in a Rural Midwestern School District by : James D. Persinger
Download or read book Inclusion in a Rural Midwestern School District written by James D. Persinger and published by . This book was released on 1999 with total page 656 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Transforming Schools by : Renata Christina Gusm o-Garcia Williams
Download or read book Transforming Schools written by Renata Christina Gusm o-Garcia Williams and published by . This book was released on 2022 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined the experiences of administrators and teachers across two elementary schools in California in seeking to create sustainable, inclusion models. Specifically, the project focused on administrators' and teachers' perceptions of inclusion and what they identified as those instructional practices, school-wide systems, and structures that support a sustainable inclusion model. Inclusion models differ in structure yet share the common goal of engaging all children in quality teaching and learning, including children with various types of disabilities or learning challenges. The data collection methods included observations of staff meetings and classroom instruction coupled with teacher and administrative interviews across the two schools. Cross-school analysis of the data identified obstacles and supports of sustainable, inclusive practices. This case study highlights the challenges inherent to inclusion while also highlighting the way administrators and teachers overcome obstacles and maintain a successful program. Key findings reveal challenges, including those brought on by COVID-19, and systems that contribute to the sustainability of two different inclusion models. Results of the study detailed key inclusive, school-wide practices that support students with disabilities in general education such as: early intervention, master schedules, protected planning time for educators, and systems for communication. Prominent findings included data-based decision-making and the need to consider the strengths of each staff member in the context of their school when designing an inclusion model. The goal of this study is to enable other elementary schools to understand the process of change, the obstacles and the solutions to anticipated problems when considering or implementing an inclusion model. Future research should continue to focus on examining school design principles that enable students with disabilities to realize academic and social success commensurate with their peers.
Book Synopsis The Principal's Responsibility for the Inclusion of Children with Disabilities as Perceived by Building Administrators and Teachers in the Gary Community School Corporation by : Michael Harris
Download or read book The Principal's Responsibility for the Inclusion of Children with Disabilities as Perceived by Building Administrators and Teachers in the Gary Community School Corporation written by Michael Harris and published by . This book was released on 2000 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Resourcing Inclusive Education by : Janka Goldan
Download or read book Resourcing Inclusive Education written by Janka Goldan and published by Emerald Group Publishing. This book was released on 2021-01-18 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Marking the first time an entire book has been dedicated to the topic of successful inclusive education, in this volume leading experts address international perspectives on funding models, the role of resources, and the development of professionals for the implementation of effective inclusive education.
