Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Principals Responsibility For The Inclusion Of Children With Disabilities As Perceived By Building Administrators And Teachers In The Gary Community School Corporation
Download The Principals Responsibility For The Inclusion Of Children With Disabilities As Perceived By Building Administrators And Teachers In The Gary Community School Corporation full books in PDF, epub, and Kindle. Read online The Principals Responsibility For The Inclusion Of Children With Disabilities As Perceived By Building Administrators And Teachers In The Gary Community School Corporation ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
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 Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 630 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Inclusive Special Education by : Garry Hornby
Download or read book Inclusive Special Education written by Garry Hornby and published by Springer. This book was released on 2014-08-20 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much has been written about special education and about inclusive education, but there have been few attempts to pull these two concepts and approaches together. This book does just that: sets special education within the context of inclusive education. It posits that to include, effectively, all children with special educational needs in schools requires an integration of both concepts, approaches, and techniques. It has never been more timely to publish a book that helps professionals who work with schools, such as psychologists, special education professionals, and counselors, to identify effective practices for children with special needs and provide guidelines for implementing these in inclusive schools.
Book Synopsis The Principal's Role in the Implementation of a Middle School Inclusion Program by : Dara Jeannene Hedgecock
Download or read book The Principal's Role in the Implementation of a Middle School Inclusion Program written by Dara Jeannene Hedgecock and published by . This book was released on 2012 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Principals must be instructional leaders in their schools in order to adhere to federal, state, and local mandates as well as being able to discern that the programs for students with disabilities are being developed and implemented with fidelity to meet the needs of those students. The transition a school goes through to include students with disabilities in the regular classroom is a change that affects everyone: faculty, staff, students, and parents. Best practice should emerge from what is currently known about implementing special education programs. This research study will focus on ways principals and support personnel (i.e. staff-teachers/administrators) work together or collaborate in developing and implementing an inclusion program; factors in principal preparation and professional development programs that influence principals' perspectives and perceptions of special education; and how principals establish a vision, make decisions, and allocate/arrange resources when their schools are implementing inclusion programs. Collaboration should be a crucial element to creating and maintaining successful inclusive schools. Using the three research questions as a foundation, this study used a qualitative, case study research approach to investigate the perceptions that principals, teachers (both regular education and special education), and central office support staff have on developing and implementing special education inclusion programs in their schools. Semi-structured interviews, observations and field-notes from classroom observations were utilized as data collection tools to assure that a reliable qualitative study was accomplished. Through these methods I was able to observe, examine and analyze the specific situations and experiences of the teachers and students in the school settings. The principal's responsibilities with regards to special education are: to develop/continue programs that adhere to the law/policy; encourage communication and collaboration with special education staff; attend IEP meetings; keep current on what works; monitor/evaluate their school's current practices for process improvement. More importantly, giving teachers opportunities for good quality professional development on how to be an effective inclusion co-teacher and what that looks like in the classroom is crucial to effective implementation of an inclusion program. The principalship should include visionary leadership qualities, efficient operations management, high quality instructional leadership, and advocacy practices that address the specific needs of students. These elements should be evident in services for students with disabilities, or more specifically, the inclusionary or co-teaching practices at the school. Principals should be knowledgeable of special education law and policy as well as developing an environment that encourages and supports collegiality among staff members. This change in philosophy to educating exceptional children in the regular classroom has resulted in a cultural change in many schools. The principal is at the center of this cultural change and is the central agent responsible for transitioning schools to inclusion in the regular education classroom where special education students are provided the necessary supports in order to learn alongside their non-disabled peers. There are two general principles as to why schools should implement inclusion programs for their special education students. First, services in the least restrictive environment for students with disabilities are required by law-IDEA. Second, inclusive practices give students with disabilities access to the general curriculum."--Abstract from author supplied metadata.
Book Synopsis The Principals' and Pupil Services Director's Role and Relationship in the Context of Inclusive Practices in Two Elementary Schools by : Yu-Min Chien
Download or read book The Principals' and Pupil Services Director's Role and Relationship in the Context of Inclusive Practices in Two Elementary Schools written by Yu-Min Chien and published by . This book was released on 2000 with total page 616 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 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Elementary Principals' Attitudes Towards the Inclusion of Students with Disabilities in the General Education Setting by : Roxanna C. Ramirez
Download or read book Elementary Principals' Attitudes Towards the Inclusion of Students with Disabilities in the General Education Setting written by Roxanna C. Ramirez and published by . This book was released on 2006 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the beginning of special education, educators have explored the topic of how best to serve students with disabilities. Only recently have schools begun to integrate students with disabilities in mainstream classrooms. Principals are now faced with deciding which students with disabilities will benefit from inclusion and how the inclusion process should be implemented. Because of the role principals play in implementing inclusion programs into their schools it is important to study how principals' perceptions of inclusion guide their decisions. This question was the foundation for the purpose of this study, which was to determine the attitudes and perceptions of Texas elementary school principals relative to including students with disabilities in general education classrooms. This study investigated how demographic information and experience affected principals' attitudes about inclusion. In addition, it also examined the principals' perception regarding the appropriateness of the placement of students based on the type of disability. The research was conducted using a Web-based survey that was developed by Praisner (2000), the Principals and Inclusion Survey (PIS). The PIS contains four sections including demographics, training, experience, attitudes toward inclusion and most appropriate placement for students with disabilities. The principals were randomly selected from the Texas Education Agency (TEA) records. The sample survey included a total of 360 principals, of which 110 completed the survey. Once the information was collected, it was analyzed using univariate analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). The results of the study indicated that demographic factors, training, and experience did not have a statistically significant affect on principals' attitudes toward inclusion. The study did find that principals' special education teaching experience had a statistically significant affect on principals' attitudes toward inclusion. The study also found that 108 of the principals that successfully responded to the section examining principals' overall attitudes toward inclusion showed a more favorable attitude toward the inclusion of students with disabilities in general education classrooms. The results from this study indicate the importance of developing educational administration programs that will prepare elementary school principals with stronger, more positive attitudes toward including students with disabilities in general education settings.
Book Synopsis Perceptions of Principals, Teachers, and Parents Regarding Inclusion of Students with Disabilities by : Joan L. Ehrlich
Download or read book Perceptions of Principals, Teachers, and Parents Regarding Inclusion of Students with Disabilities written by Joan L. Ehrlich and published by . This book was released on 1999 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Making Inclusion Work by : John Beattie
Download or read book Making Inclusion Work written by John Beattie and published by Simon and Schuster. This book was released on 2014-09-09 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn the best methods for teaching students with disabilities in an inclusive classroom! In today’s classrooms, teachers must meet the educational needs of students of all ability levels, including students with disabilities. This invaluable resource offers elementary and secondary teachers a deeper awareness of "what works" when teaching students with disabilities in general education classrooms. Grounded in extensive special education research, this book will enlighten teachers with a greater understanding of special education students and how to teach them successfully. For teaching students with the most common disabilities in classes with their nondisabled peers, general and special education teachers alike will get the most current information on issues such as: • Developing Individualized Education Programs • Teaching reading successfully • Managing behavior and motivating students • Organizing classrooms and lessons effectively • Using cognitive strategies successfully • Making appropriate accommodations and modifications • Assessing students, grading, and collecting data • Working with parents and families • Collaborating with other teachers and parents One of the greatest challenges teachers face today is how to ensure that all students succeed, regardless of their ability. Rooted in the best research and practice, this essential resource provides the tools needed to create an inclusive classroom and demonstrates how to teach classes successfully.
Download or read book Cincinnati Magazine written by and published by . This book was released on 2003-04 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cincinnati Magazine taps into the DNA of the city, exploring shopping, dining, living, and culture and giving readers a ringside seat on the issues shaping the region.
Book Synopsis Developmentally Appropriate Practice in Early Childhood Programs by : Sue Bredekamp
Download or read book Developmentally Appropriate Practice in Early Childhood Programs written by Sue Bredekamp and published by National Assn for the Education. This book was released on 1997-01-01 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume spells out more fully the principles undergirding developmentally appropriate practice and guidelines for making decisions in the classroom for young children.
Book Synopsis Georgia High School Principals' Perceptions of Inclusion by : James Timothy Yarborough
Download or read book Georgia High School Principals' Perceptions of Inclusion written by James Timothy Yarborough and published by . This book was released on 2002 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Inclusion written by Gary Owen Bunch and published by . This book was released on 1997 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of the Principal's Role in Creating a Successful Inclusion Program at the High School Level by : Kathryn Duggan
Download or read book Perceptions of the Principal's Role in Creating a Successful Inclusion Program at the High School Level written by Kathryn Duggan and published by . This book was released on 2020 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: When a school includes special education students in the general education classroom, it impacts all staff, teachers, and students. The purpose of this study was to consider inclusion of high school special education students in general education classrooms from the perspectives of principals, general education teachers, and special education teachers. From these perspectives, best practices for inclusion, supports and barriers to inclusion, and the principal's role as a change agent when implementing inclusion was investigated.Eighty-eight high schools following a 9-12 grade configuration in Long Island, New York were surveyed. Surveys were sent to the principal, general education teachers, and special education teachers at each of those schools. The surveys collected demographic data and addressed the four constructs that are measures of a successful inclusion program: (1) Principal's Role, (2) Organizational Support, (3) Best Practices and (4) Barriers.SPSS software was utilized to compute the data collected from the surveys. A factorial ANOVA was utilized. Four dependent variables: (1) Principal's Role, (2) Organizational Support, (3) Best Practices and (4) Barriers were constructed corresponding to the four constructs measured by the survey.All three groups were in agreement regarding best practices and barriers; however, neither teacher group was in agreement with the principals group with regards to the principal's role and organizational support.
Book Synopsis An Investigation of the Attitudes of School Leaders Toward the Inclusion of Students with Disabilities in the General Education Setting by : Karen Felicia Ball
Download or read book An Investigation of the Attitudes of School Leaders Toward the Inclusion of Students with Disabilities in the General Education Setting written by Karen Felicia Ball and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Public laws mandating access to free appropriate public education in the least restrictive environment have been in place for decades. Yet, many students with disabilities are still educated in segregated environments that fail to provide them with quality learning opportunities and supports. Inclusive practices have been implemented in many schools. However, the extent to which these practices meet the intent of the law depends on characteristics of the school leader. The purpose of this study was to examine the attitudes and perceptions of school leaders in a Southeast United States public school district relative to inclusion of students with disabilities in the general education setting. A self-reporting survey instrument entitled the Principals and Inclusion Survey was used to collect data from 138 school principals and assistant principals. Variables selected for study included demographic factors, training and experience, attitudes toward inclusion, and perceptions of the most appropriate placement for students with disabilities. Descriptive statistics, Pearson Correlations, and multiple regression were utilized to analyze the data and to answer six research questions posed by the researcher. Results from the analyses revealed that school leaders were limited in their training and experience relative to special education and inclusive practices and that their attitudes were slightly negative. While school leaders supported more inclusive placements for students with moderate disabilities, they perceived less inclusive placements were more appropriate for students with severe and profound disabilities. Results revealed a negative correlation between the training and experience and attitudes of school leaders. Results also revealed that the most appropriate placement for students with disabilities could be predicted from knowing the approximate number of students with IEPs that are included in regular education classrooms for at least 75% of their school day. Results strongly emphasize the need for quality training and experience for pre-service and practicing school leaders. Results of this study may assist school districts and university principal preparation programs in determining the type and the extent of coursework, professional development training, and practicum experiences required for pre-service and practicing school leaders to manage the daily special education challenges they face in their schools. .
