Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Teacher Perception Toward Students With Certain Disabilities In The General Education Setting
Download Teacher Perception Toward Students With Certain Disabilities In The General Education Setting full books in PDF, epub, and Kindle. Read online Teacher Perception Toward Students With Certain Disabilities In The General Education Setting ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Teacher Perception Toward Students with Certain Disabilities in the General Education Setting by : Tara Lynn Broussard-Harshaw
Download or read book Teacher Perception Toward Students with Certain Disabilities in the General Education Setting written by Tara Lynn Broussard-Harshaw and published by . This book was released on 2019 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher expectation for student success in the classroom is an effect size that can be used as an indicator of student success. Students with disabilities such as Autism, emotional disturbance, specific learning disabilities or other health impairments are often viewed as being unable to be as successful in a general education classroom than their peers. There were 11 participants in this study. Participants were from the northwest corridor of the state. Participants were public school general education teachers. They varied in range from Kindergarten through grade 12. This study reinforces the need for general education teachers to have a better understanding of how to accommodate for students with disabilities in the least restrictive environment. This understanding will give teachers the confidence needed to maintain a positive expectation of students with disabilities in their classrooms. Without adequate teacher preparation, students with disabilities will continue to be placed in more restrictive settings which denies them a Free and Appropriate Public Education (FAPE) according to the Individuals with Disabilities Act (IDEA).
Book Synopsis Teacher Perceptions of the Achievement of Students with Learning Disabilities on Statewide Assessments by : Maryann T. Gromoll
Download or read book Teacher Perceptions of the Achievement of Students with Learning Disabilities on Statewide Assessments written by Maryann T. Gromoll and published by . This book was released on 2008 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement standards (Thompson, Lazarus, Clapper, & Thurlow, 2006). State departments of education are responsible to ensure that teacher competencies and expectations are specific to the achievement of grade level content standards (Thompson, et al., 2006). Educational reform, increased knowledge in the teacher-learning process, and greater access to the general education curriculum require changes in instructional practice. This study investigated special education teachers' perceptions, backgrounds and beliefs related to test performance of third grade students with learning disabilities who passed the reading portion of the state assessment in Florida, the Florida Comprehensive Assessment Test (FCAT). The comparative descriptive research design was used to identify these factors and their effects in the study (Creswell, 2002). Quantitative data collection was used. A survey instrument was developed to include information on teachers' background, beliefs, experience, and perceptions toward statewide assessments. The survey was sent to seventy six third grade teachers of students with learning disabilities. Teachers receiving the survey were categorized into two groups based on the outcome of the 2007 FCAT in reading. Significant differences between teacher responses were found in the areas of professional development for test accommodations, co-teaching, and working with professionals in the general curriculum. Response to survey items on service delivery models indicated that students who spend the majority of time in the general education classroom or in a resource room setting have increased student achievement on statewide assessments. Differences were also found between teachers on questions related to school location, percentage of minority students, students who are eligible for free and reduced lunch, and positions employees held in education by the teachers in the study. One of the most significant findings of this study concluded that increased time spent in the general education classroom and collaboration of special education teachers with general education staff proved to be most beneficial when addressing the needs of students with learning disabilities and statewide assessment. The concept of teacher knowledge base and continued awareness of perceptions andbeliefs addressed in this study allowed for further research investigations.
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.
Book Synopsis The Effects of Training on Teachers' Perceptions of Inclusion of Students with Intellectual Disabilities by : Kerin M. Vernier
Download or read book The Effects of Training on Teachers' Perceptions of Inclusion of Students with Intellectual Disabilities written by Kerin M. Vernier and published by . This book was released on 2012 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today's society, many general education and special education teachers struggle with the concept of inclusion of students with intellectual disabilities (ID) in the general education classroom setting and perceive that inclusion of ID students impedes the learning of others. The purpose of this project was to establish if a 60-min training session on the benefits of inclusion would alter teachers' perceptions of inclusion of children with ID in the general education setting as measured by a pre- and post-training rating scale. Forty-eight general education and special education school teachers participated. Of the 48 participants, 47 had special education experience and 33 had students with ID in their classroom this calendar school year. I developed and delivered a 60-min training module describing benefits of inclusion for students and ways that teachers can actively involve students with ID in general education classrooms. Differences in pre- and post-test scores determined whether participants altered their perception of inclusion. The results from the data I collected on the pre- and post-tests showed that inclusion training did alter teacher's perceptions of inclusion. On average, 51.36% of the general educators' ratings of statements changed from pre-test to post-test, and 42.88% of the special educator's ratings of statements changed from the pre-test to the post-test. Of the 22 general education participants, 93% of the changed ratings to the statements from pre-test to post-test were favorable to inclusion, while 7% were unfavorable to inclusion. Of the 26 special education participants, 91% of the changed ratings to the statements from pre-test to post-test were favorable to inclusion, and 9% were unfavorable to inclusion. Implications of my findings show that a 60-min inclusion training for educators is effective and can alter teacher's previous perceptions of the benefits of inclusion for all students.
Book Synopsis Teaching Students with Severe Disabilities by : David L. Westling
Download or read book Teaching Students with Severe Disabilities written by David L. Westling and published by Prentice Hall. This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.
Book Synopsis Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice by : Epler, Pam L.
Download or read book Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice written by Epler, Pam L. and published by IGI Global. This book was released on 2017-11-30 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Diverse learners with particular needs require a specialized curriculum that will help them develop socially and intellectually. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. Instructional Strategies in General Education and Putting the Individuals with Disabilities Act (IDEA) into Practice is a pivotal reference source for the latest teaching strategies for educators with special needs students. Featuring extensive coverage on relevant areas such as instructional adaptions, locomotor apparatus diseases, and intellectual disabilities, this publication is an ideal resource for school administrators, general and special education classroom teachers, and graduate-level students seeking current research on instructional strategies for educating students with disabilities.
Book Synopsis General Education Teachers' Perceptions and Training on the Inclusion of Students with Disabilities by : Erin Ann Parreira
Download or read book General Education Teachers' Perceptions and Training on the Inclusion of Students with Disabilities written by Erin Ann Parreira and published by . This book was released on 2015 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Personnel Preparation by : Thomas E. Scruggs
Download or read book Personnel Preparation written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2008-05-19 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
Book Synopsis Perceptions of Secondary Education Teachers Working in an Inclusive Setting by : Destiny Pacha
Download or read book Perceptions of Secondary Education Teachers Working in an Inclusive Setting written by Destiny Pacha and published by . This book was released on 2015 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices. Students with disabilities nationwide are increasingly taught in the general education classroom in order to provide them access to their least restrictive environment and instruction of the general education curriculum. The beliefs held by teachers about students with disabilities and their inclusion in the general education classroom is one key variable to the successful inclusion as measured by student outcomes. To provide necessary support, it is imperative to understand teachers' attitude towards students with disabilities and their inclusion in the general education classroom. Based on the survey results and relevant research, the professional development framework to enhance inclusive practices was developed and will focus on three elements: (a) school culture and understanding of inclusion, (b) effective inclusive teaching strategies, and (c) collaboration models and techniques. The goal of the professional development framework is for administrators and other school leaders to provide appropriate learning opportunities for teachers to enhance their understanding of inclusion and to provide them strategies and techniques to improve student outcomes in an effort to close the achievement gap between students with and without disabilities.
Book Synopsis Teachers' Perceptions of the Inclusion of Students with Disabilities in the General Education Classroom by : Jeanne R. Bruce
Download or read book Teachers' Perceptions of the Inclusion of Students with Disabilities in the General Education Classroom written by Jeanne R. Bruce and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis General Education Teachers' Perceptions of Their Ability to Teach Students with Disabilities by : Susan J. Sanchez
Download or read book General Education Teachers' Perceptions of Their Ability to Teach Students with Disabilities written by Susan J. Sanchez and published by . This book was released on 2006 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inclusion written by Martha J. Coutinho and published by . This book was released on 1999 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text deals with issues that affect all education majors. Each chapter is written by an expert in his/her specific field of inclusion or special education. The range and coverage of the text is very broad, including issues such as funding, assessment and reasons behind inclusion. There are specific mainstreaming strategies for moderately to severely disabled students of all ages.
Book Synopsis Teachers' Perceptions of Efficacy of the Inclusive Process for Students with Moderate to Severe Mental Disabilities by : Rebecca Ratliff Fredrickson
Download or read book Teachers' Perceptions of Efficacy of the Inclusive Process for Students with Moderate to Severe Mental Disabilities written by Rebecca Ratliff Fredrickson and published by . This book was released on 2009 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to examine the beliefs and perceptions of regular education and special education teachers about the inclusion of moderately to severely mentally disabled students into the general education classroom. An educational poetics, based on The Wizard of Oz, was used as a lens for inquiry. The case study followed a sociological case study design, which focused on constructs of socialization in studying the educational phenomena. The study sought to look into the ideology of inclusion to see if the teachers believed that their efforts were coming to fruition. The researcher employed a mixed interview and observation protocol for data collection. Twelve teachers, teaching in a suburban middle school that served students in grades six through eight, participated in this qualitative case study. The researcher reported the results, drawn from interview and observation data related to teacher perceptions of inclusion, using a discourse analysis technique. With one exception, all teachers expressed different successes related to inclusion. A majority of teachers believed that inclusion was positive for both the special needs students and the general education students, for social reasons, with only a small number of teachers noting belief in the positive academic effects. Approximately fifty percent of the teachers believed there were some detriments for special needs students.
Book Synopsis Pamphlets on Slavery, from the Aldine Collection by :
Download or read book Pamphlets on Slavery, from the Aldine Collection written by and published by . This book was released on 1781 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Classroom Dynamics by : Tiffany Chantelle Wiseman
Download or read book Classroom Dynamics written by Tiffany Chantelle Wiseman and published by . This book was released on 2008 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: (Purpose) The purpose of this study was to examine the perception of children in the general education classroom of their classmates with developmental and other disabilities. Gender and grade level were evaluated, but more importantly, levels of integration and relationships with people with disabilities were analyzed. (Methodology) Two hundred and fifty one students were administered a short questionnaire. The questionnaire (23 multiple choice, 1 fill in the blank and 1 short essay) was used to determine if a child's perception of children with disability(s) is impacted by: Gender, Grade Level, Level of Integration, and Relationships. (Results) Results indicated no notable relationship between the percent of positively answered questions and grade level. To be noted, however, were the relationships found amongst Level of Integration, Relationships, and Gender. The mean percentage of positively answered questions of the above categories fell within a 2.11% range. However, notable differences were found among the subcategories below: Level of Integration, Relationships and Gender (Level of Integration: x2 (8, n = 3689) = 59.8930, P less than 0.05; Relationships: x2 (14, n = 3596) = 42.2127, P less than 0.05; Gender: x2 (2, n = 3947) = 45.9045, P less than 0.05). No notable relationship was found within the Grade Level category (x2 (4, n = 3765) = 4.1038, P = NS). (Conclusions) The results of the study indicated that a student's perception of people with disabilities is substantially influenced by their gender, relationships with people with disabilities and the level of integration of people with disabilities in their classroom. (Recommendations) Further research should be completed in the area of inclusion of students with disabilities in the general education classroom to further investigate: the effects of integration on the perceptions held by students of people with disabilities; how and why gender can and/or does influence the perception of people with disabilities; the impact of grade level/age on students' perception of people with disabilities; if perceptions of people with disabilities within each gender changes with age; and if a teacher's perceptions of people with disabilities and integration into the general education classroom influences students' perceptions of people with disabilities. Nine appendixes are included: (1) Review of Literature; (2) Student Survey; (3) Teacher Instruction; (4) Student Instruction; (5) Letter to Parents/Consent Form; (6) Letter to Teachers; (7) Institutional Review Board Approval Letter to Test Subjects; (8) Chi Square Test of Independence Tables; and (9) Generic Presentation of Responses to Survey Question by Category. (Contains 8 tables and 3 footnotes.).
Book Synopsis General Education Teacher Perceptions of Self-efficacy Regarding Teaching Students with Autism in Inclusion Settings by : Jennifer H. Condrey
Download or read book General Education Teacher Perceptions of Self-efficacy Regarding Teaching Students with Autism in Inclusion Settings written by Jennifer H. Condrey and published by . This book was released on 2015 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions and Knowledge Toward Inclusion of Students with Disabilities in Saudi Arabian Schools by : Tassan Mohammed Alsulami
Download or read book Teachers' Perceptions and Knowledge Toward Inclusion of Students with Disabilities in Saudi Arabian Schools written by Tassan Mohammed Alsulami and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusion of students with disabilities is an area of interest for the Saudi Arabian Ministry of Education. Educational policy plays an essential key to provide meaningful inclusion provisions to all types of children for academic and social success, but it is not clear if the policies adequately support inclusive education in Saudi Arabia. Much of that research conducted in the United States has demonstrated that teacher' perceptions and knowledge of inclusion and students with disabilities are the most significant influential factors for implementing effective inclusion practices in inclusive settings. To date, there has been limited research conducted on teacher knowledge and perceptions of inclusion in Saudi Arabia. The primary purpose of this study was to investigate Saudi teachers' perceptions and knowledge about inclusion and students with special needs. A total of 299 general and special education teachers participated in this study. Findings revealed that there was a relatively low level of knowledge about inclusion and students with disabilities among the Saudi Arabian educators. Findings also revealed differences in perceptions by disability category. Saudi Arabian teachers had the most negative perceptions of students with severe intellectual disabilities and the most positive perceptions of students with learning Disabilities. Qualitative analysis revealed that participants had minimal knowledge about evidence-based strategies to teach students with intellectual disabilities in a general education classroom. Implication for practice and research were discussed in this study.
