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Variables Affecting Attitudes Of Regular Education Elementary School Teachers Toward Selected Issues On Inclusion
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Book Synopsis Variables Affecting Attitudes of Regular-education Elementary School Teachers Toward Selected Issues on Inclusion by : Ellen N. Breslow
Download or read book Variables Affecting Attitudes of Regular-education Elementary School Teachers Toward Selected Issues on Inclusion written by Ellen N. Breslow and published by . This book was released on 1996 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers'attitudes on Inclusion in a Regular Classroom at a Selected Elementary School by : DeAnna N. Peak
Download or read book Teachers'attitudes on Inclusion in a Regular Classroom at a Selected Elementary School written by DeAnna N. Peak and published by . This book was released on 2005 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine general education teacher attitudes on inclusion in the general education classroom in a chosen elementary school.
Book Synopsis Factors Influencing Belize District Primary School Teachers' Attitudes Toward Inclusive Education by : Maxine Charishia McKay
Download or read book Factors Influencing Belize District Primary School Teachers' Attitudes Toward Inclusive Education written by Maxine Charishia McKay and published by . This book was released on 2012 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusive education continues to be a reoccurring challenge as various factors affect to what extent teachers or educators are willing to educate children with disabilities in the regular education setting alongside their non-disable peers. This quantitative study examined factors influencing Belize District Primary School teachers' attitudes toward inclusive education. The study also sought to determine the effect of specific variables on the attitudes of teachers in the Belize District. The study measured 661 registered Belize District primary school teachers' attitudes toward inclusive education using a 38 item attitudinal survey.
Book Synopsis Attitudes Towards Inclusive Schooling by : Susanne Schwab
Download or read book Attitudes Towards Inclusive Schooling written by Susanne Schwab and published by Waxmann Verlag. This book was released on 2018 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.
Book Synopsis Attitudes and Perceptions of Elementary School Teachers Regarding the Inclusion Model by : Melissa J. Alves
Download or read book Attitudes and Perceptions of Elementary School Teachers Regarding the Inclusion Model written by Melissa J. Alves and published by . This book was released on 1996 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Teachers' attitudes toward including students with special needs play a significant role in determining the success or failure of the inclusion model. The purpose of this study was to examine the relationship between teachers' perceived competence, satisfaction with related support services, satisfaction with the amount of training received, level of education and years of teaching experience and the attitude of teachers toward inclusion. A total of thirty elementary school teachers completed the Elementary School Teacher Survey, an adaptation of the Regular Education Initiative (REI) (Gemmell-Crosby & Hanzlik, 1994). A significant association was found between teachers' level of perceived competence, satisfaction with support services and their attitude toward inclusion. No significant association was found between teachers' level of education, specialized training and years of teaching experience with their attitude toward inclusion. Further research needs to be conducted to determine additional factors associated with teachers' attitudes. Implications for occupational therapists are also discussed.
Book Synopsis Integrating Young Children with Disabilities Into Community Programs by : Charles A. Peck
Download or read book Integrating Young Children with Disabilities Into Community Programs written by Charles A. Peck and published by Brookes Publishing Company. This book was released on 1993 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains how to apply the lessons and theories of the past 15 years to the actual practice of integrating young children with disabilities into the mainstream community. Chronicles and evaluates the various research projects, programs, and models that have been and are being used. For professionals, graduates, and administrators in education and sp.
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 "I Get by with a Little Help from My Friends" by : Yael Rachel Shemesh
Download or read book "I Get by with a Little Help from My Friends" written by Yael Rachel Shemesh and published by . This book was released on 2009 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior to federal law PL-94-142, children with disabilities typically were excluded from regular, mainstream classes. This law emphasized the least restrictive environment since research had shown that all children benefited from inclusive learning environments. In the late 1990s, New Jersey was cited as having too high a proportion of children with disabilities in segregated placements. New Jersey received a State Improvement Grant (SIG) to increase the number of students with disabilities in regular education classes. This dissertation was designed to evaluate one aspect of local school districts' program initiatives to achieve this end: teachers' attitudes and perceptions regarding inclusion. Teachers are responsible for the daily implementation of inclusion practices. Their attitudes, perceptions, and beliefs are crucial for the success of inclusion. Although findings from previous research have indicated that teachers favor inclusion, their willingness to implement inclusive practices depends on the availability of supports and resources, as well as the attitudes of school personnel. A total of 856 general education, special education, and special area teachers from seven districts in New Jersey were surveyed regarding: (a) their attitudes and beliefs about inclusion; (b) their perceived administrative support; (c) their perceived ease in meeting the needs of students with disabilities in their classroom; and (d) the factors that have helped or hindered their ability to include students with disabilities in their classroom. Quantitative (Pearson product-moment correlation, multiple regression, independent samples t test) and qualitative (content analysis) methods were used to analyze the survey data. Special education teachers had more positive attitudes toward inclusion than did general education teachers. Relationships between teachers' attitudes and perceptions, and administrative support were found for general education teachers but not for special education teachers. Years of experience working with students with disabilities did not influence these relationships. Teachers identified training, positive attitudes, and support from colleagues, administrators, and other school personnel as factors facilitating inclusive practices. Barriers to implementation included large class size, insufficient planning time, lack of support from colleagues and school administrators, student behavior and ability, and teachers' negative attitudes. Implications for practice are discussed for administrators and school psychologists.
Book Synopsis The Relationship Between Teachers' Attitudes Towards Inclusion and Preparedness at a Selected Elementary School by : Jennifer Marie Lockner
Download or read book The Relationship Between Teachers' Attitudes Towards Inclusion and Preparedness at a Selected Elementary School written by Jennifer Marie Lockner and published by . This book was released on 2006 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis General Educators' Attitudes Toward Inclusion and Their Corresponding Adaptations to Curriculum by : Lynda Olson
Download or read book General Educators' Attitudes Toward Inclusion and Their Corresponding Adaptations to Curriculum written by Lynda Olson and published by . This book was released on 2011 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current phenomenological study was to identify how general education teachers' attitudes about inclusion affect the use of adaptations for students with disabilities when participating in the general education setting. Participants were nine female general education teachers in one of two primary schools in a middle-size urban school district located in Northeastern Minnesota during the 2009-2010 academic year. Results indicated educators' attitudes were affected by their perceived ability to teach students with disabilities. Other influences included: integrated classroom management, benefits of integration, benefits of special vs. integrated education, and disability type. Factors affecting the use of adaptations were the type of adaptation, student factors, resource factors, adaptation factors, teacher factors, and perceptions of successful adaptations. Suggested areas of need include districts providing additional resources to support the inclusion of students with disabilities. Implications for current practice include further training of per-service and in-service educators, identifying resources necessary to train classroom aides in administering adaptations, and identifying specific resources and how to implement them into various school settings. Implications for future research include further investigation of inclusion patterns based on disability type and further study of teacher perceptions of successful adaptations.
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:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Inclusive Schools for a Diverse World: Psychological and Educational Factors and Practices Harming or Promoting Inclusion at School by : Sabine Pirchio
Download or read book Inclusive Schools for a Diverse World: Psychological and Educational Factors and Practices Harming or Promoting Inclusion at School written by Sabine Pirchio and published by Frontiers Media SA. This book was released on 2022-11-16 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Determinants of Differing Teacher Attitudes Towards Inclusive Education Practice by : Emmanuel K. Gyimah
Download or read book Determinants of Differing Teacher Attitudes Towards Inclusive Education Practice written by Emmanuel K. Gyimah and published by . This book was released on 2010 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: An examination of literature reveals that teacher attitude is fundamental to the practice of inclusive education. In order to verify the extent to which the assertion is applicable in Ghana, 132 teachers were selected from 16 regular schools in the Cape Coast Metropolis using purposive and simple random sampling techniques to respond to a four point Likert scale questionnaire. The Cronbach?s reliability co-efficient of the questionnaire was 0.88 which was deemed conceptually high enough for the study. It emerged from the study that teacher attitude towards inclusive education is greatly affected by a multiple of factors, the highest among which included training and education in special education, teacher knowledge and understanding of inclusion as well as the availability of support services. On the basis of the findings, some recommendations were made to teachers, school administrators and policy makers as well as government to guide the development and implementation of inclusive education.
Book Synopsis Attitudes of Teachers Toward Inclusion of Exceptional Students in the Regular Education Classroom of St. Croix Public Elementary Schools by : Agnes Eastman
Download or read book Attitudes of Teachers Toward Inclusion of Exceptional Students in the Regular Education Classroom of St. Croix Public Elementary Schools written by Agnes Eastman and published by . This book was released on 1999 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Attitudes of Regular Education Teachers Toward Full Inclusion by : Cynthia Garza Barrera
Download or read book Attitudes of Regular Education Teachers Toward Full Inclusion written by Cynthia Garza Barrera and published by . This book was released on 1993 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Quantitative Study of Classroom Teachers' Knowledge, Training, and Attitude Toward Inclusion by : Angila Moffitt
Download or read book A Quantitative Study of Classroom Teachers' Knowledge, Training, and Attitude Toward Inclusion written by Angila Moffitt and published by . This book was released on 2014 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: General and special education teachers in an inclusion-learning environment struggle to meet the special needs of students with learning impairments. In line with this, the purpose of this study was to conduct an examination of the type of teacher (special education or general education) and the knowledge, training, and attitudes of the teachers in the general and special education secondary-level classes within three school districts in the state of Iowa. A quantitative comparative research was appropriate to identify the differences between the independent (type of teacher) and dependent variables (teachers’ knowledge, training, and attitude towards inclusion of students with impairment in learning) by determining significant differences of the values of the dependent variables across the two groups of the independent variable. The findings from this research provide evidence that both sets of teachers enter an inclusion classroom with similar attitudes, knowledge, and training toward inclusion practices that influence students with learning disabilities. The impact and implications of the study were relevant for both the public and private school teachers. The main conclusions drawn from this study were that both groups of teachers are equivalently prepared in terms of attitude, knowledge, and training to teach students with learning disabilities in an inclusion classroom setting. Both groups of teachers’ attitudes, knowledge, and training toward inclusion practices influence student learning either positively or negatively based upon many factors. The main recommendation in this study was to conduct a replicated study with different teachers in different regions to see if the results are the same with different demographics, culture, and socioeconomically factors.
