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Teacher Attitudes Toward Teaching Special Education Students In Their K 2 Classrooms In An Urban Setting
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Book Synopsis Teacher Attitudes Toward Teaching Special Education Students in Their K-2 Classrooms in an Urban Setting by : Nancy Di Maggio
Download or read book Teacher Attitudes Toward Teaching Special Education Students in Their K-2 Classrooms in an Urban Setting written by Nancy Di Maggio and published by . This book was released on 2020 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the attitudes of general education and special education teachers of kindergarten to second grade toward students with disabilities within their classes in 35 elementary schools in one New York City public school district. The instrument used was the Attitudes Towards Teaching All Students (ATTAS-mm) survey, which incorporated questions on teachers' attitudes toward students with disabilities as well as the number of years of teaching experience, special education experience, and the amount of participation in special education coursework to determine influence on teacher attitude.The data were analyzed using one-way and two-way ANOVAs to determine the differences of attitudes of the teachers toward students with special needs in their classrooms, and whether teaching experience, special education experience, and/or the amount of professional development had a positive impact on the attitude of the teachers.The results of this study revealed differences in general education and special education teacher attitude toward students with disabilities. In the Affective domain and the Behavioral domain, correlations were statistically significant. The analysis also revealed the unexpected finding that relationships in the Cognitive dimension were not significant. Results of this study can be used in teacher preparation programs for early childhood teachers and in professional learning opportunities for schools and school districts. Specifically, teachers must be prepared to teach students with special needs. According to Avalos (2011), professional learning for teachers is strongly recommended. Schools can facilitate the process, which is strengthened through experiences such as courses and educational learning opportunities. This study demonstrated the number of special education courses, and special education experience had a positive relationship to the attitudes of teachers. The negative, but statistically significant relationship between teaching experience and attitude demonstrated the need for hands-on teaching experiences. College teacher education programs should include additional courses that contain strategies to teach students with special needs and also include student teaching in special education settings for all teachers, not just special education teachers.
Book Synopsis Veteran Teacher Attitudes Toward Blacks and Latinos in Urban Self-contained Special Education High School Classrooms ; a Dissertation by : Felicity A. Crawford
Download or read book Veteran Teacher Attitudes Toward Blacks and Latinos in Urban Self-contained Special Education High School Classrooms ; a Dissertation written by Felicity A. Crawford and published by . This book was released on 2005 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Attitudes Toward Special Education Students and Their Willingness to Make Accommodations in the Classroom by : Lawrence A. Miller
Download or read book Teacher Attitudes Toward Special Education Students and Their Willingness to Make Accommodations in the Classroom written by Lawrence A. Miller and published by . This book was released on 1995 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Attitudes Toward Included Special Education Students and Co-teaching by : Bruce A. Bergren
Download or read book Teacher Attitudes Toward Included Special Education Students and Co-teaching written by Bruce A. Bergren and published by . This book was released on 1997 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Culturally Responsive Teaching by : Geneva Gay
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Book Synopsis Teachers' Attitudes Toward Special Education Students in Regular Classrooms by : Gail Lysenko
Download or read book Teachers' Attitudes Toward Special Education Students in Regular Classrooms written by Gail Lysenko and published by . This book was released on 1992 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Identifying Regular Education Teachers' Overall Attitude Toward Educating Students who Receive Special Education Services in Mainstream Classrooms by : Gina Adante-Comeau
Download or read book Identifying Regular Education Teachers' Overall Attitude Toward Educating Students who Receive Special Education Services in Mainstream Classrooms written by Gina Adante-Comeau and published by . This book was released on 2019 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, non-experimental study explored mainstream teachers' attitudes toward inclusion, measuring the cognitive, affective and behavioral components of attitudes as described in Ajzen's Theory of Planned Behavior (1991). The investigation also examined the predictability of teacher-related variables on attitudes toward inclusion. A regression analysis was used to analyze the self-reported data. The results from this study show that teachers from one Connecticut university have positive attitudes toward the affective and cognitive components of attitude and neutral leaning negative attitudes toward the behavioral component of attitude. The population of this study are dedicated to learning, both at the university level and through mentorship. The investigation identified useful information for school leaders to allocate the appropriate training and resources to improve or maintain inclusive practices in mainstream classrooms.
Book Synopsis The Relationship Between Faculty Group Effectiveness and Teacher Attitudes Toward the Inclusion of Special Education Students Into Regular Education Classrooms by : Penelope R. Evans-Kelly
Download or read book The Relationship Between Faculty Group Effectiveness and Teacher Attitudes Toward the Inclusion of Special Education Students Into Regular Education Classrooms written by Penelope R. Evans-Kelly and published by . This book was released on 2003 with total page 186 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 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Secondary Special Educators' Attitudes and Sense of Self-Efficacy Toward Inclusive Education by : Jacqueline Michelle Wood
Download or read book Secondary Special Educators' Attitudes and Sense of Self-Efficacy Toward Inclusive Education written by Jacqueline Michelle Wood and published by . This book was released on 2017 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the 1970s there has been a growing legislative focus, in the United States and abroad, on providing inclusive education for students with disabilities in the least restrictive environment alongside their typical peers. However, this shift in policy has not resulted in a comparable shift in practice. Key factors shown to influence the success of implementing inclusive educational practices are teachers' attitudes and beliefs. The purpose of this study was to examine the relationship between secondary special education teachers' attitudes toward the inclusion of students with disabilities and their sense of self-efficacy related to supporting students with disabilities included in the general education classroom. The mixed-methods design was grounded in the theories of planned behavior and self-efficacy. Quantitative data collection included a survey with questions regarding (a) demographic information and background of the teacher, (b) teachers' sense of self-efficacy regarding the inclusion of students with disabilities, and (c) teachers' attitudes toward the inclusion of students with disabilities. The qualitative portion of the design included individual interviews regarding teachers' perceptions of their own efficacy with and attitudes towards inclusive education and the relationship between these factors. Teacher participants included secondary special educators in a large suburban school district undergoing a shift in special education service delivery practices toward increasing the inclusion of students with disabilities in general education. The aim of this study was inform teacher training and professional development efforts. Among the key findings was the conclusion that the special education teachers in the district of study lacked a clear, shared understanding of inclusion as well as their roles and responsibilities in a more inclusive special education service delivery model. These special educators had an overall positive attitude toward the theory of inclusion, but held negative attitudes towards the actual practice of inclusion; specifically, teachers expressed a strong resistance to the elimination of self-contained special education classrooms. Similarly, special education teachers in this study reported high senses of self-efficacy for supporting students with disabilities overall, but had doubts about their abilities to apply these skills in the general education classroom. The results of this study will inform professional development efforts toward increasing the inclusion of students with disabilities, as well as areas of need for additional research. Limitations of the study, as well as implications for practice, are discussed.
Book Synopsis Teacher Attitudes Toward the Curriculum for Marquette Special Education Students by : Betty R. Peterson
Download or read book Teacher Attitudes Toward the Curriculum for Marquette Special Education Students written by Betty R. Peterson and published by . This book was released on 1980 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Students in Special Education by : Debra A. Gross
Download or read book Students in Special Education written by Debra A. Gross and published by . This book was released on 2005 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Special Education Teachers' Overall Sense of Efficacy Beliefs and Attitudes Toward Co-taught Classroom by : Cheryl Tremble Smith
Download or read book An Analysis of Special Education Teachers' Overall Sense of Efficacy Beliefs and Attitudes Toward Co-taught Classroom written by Cheryl Tremble Smith and published by . This book was released on 2008 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: "For more than two decades, teacher efficacy has been identified as being crucial for improving educational reform, teacher education, teachers' teaching behaviors, and teachers' attitudes toward inclusive schooling. This study utilized the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) (Cochran, 1998) and demographic information to investigate the levels of teacher efficacy beliefs and attitudes toward inclusion of 123 special education teachers involved in co-taught education classrooms in 10 school districts across North Carolina. School levels and several predictor variables were examined to determine the influence they had on teacher efficacy beliefs and teachers' attitudes toward inclusion. Results revealed that (a) there was no significant difference between school levels and TSES and STATIC overall scores; (b) the number of hours of professional development in inclusive practices was a significant predictor for TSES and STATIC overall scores and four subscale scores (instructional strategies, classroom management, professional issues and logistical concerns); and (c) years experience teaching in co-taught classes was a significant predictor of classroom management. Additional analyses revealed the strength of relationship between the TSES and STATIC overall scores were stronger for special education teachers who had 0-3 years and more than 10 years of experience co-teaching. The relationship between the TSES and STATIC overall scores were weaker for special education teachers who had 4-10 years of teaching experience in co-taught classrooms. Overall results indicate a strong sense of efficacy and attitudes toward inclusive classes among North Carolina special education teachers involved in co-teaching."--Abstract from author supplied metadata.
Book Synopsis Teacher Attitudes Toward Mainstreaming and Inclusion of Special Education Students Into Vocational and Regular Educational Programs by : Peter Lawrence Trosko
Download or read book Teacher Attitudes Toward Mainstreaming and Inclusion of Special Education Students Into Vocational and Regular Educational Programs written by Peter Lawrence Trosko and published by . This book was released on 1992 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Regular and Special Education Teacher Attitudes Toward Included Students by : Denise Capece
Download or read book Regular and Special Education Teacher Attitudes Toward Included Students written by Denise Capece and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Buffalo State College Master's project in Exceptional Education, 1994.
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Relationships Between Secondary General Education Teachers' Attitudes Toward Inclusion, Professional Development, and Support from Special Education Personnel by : Lynn Wogamon
Download or read book Examining the Relationships Between Secondary General Education Teachers' Attitudes Toward Inclusion, Professional Development, and Support from Special Education Personnel written by Lynn Wogamon and published by . This book was released on 2013 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: This correlational research study examined the relationships between secondary general education teachers' attitudes toward inclusion, hours of professional development in topics related to special education and hours of support from special education personnel addressing the needs of students with disabilities received weekly. The research also investigated whether this information could be used to predict secondary general education teachers' attitudes towards inclusion. General education teachers in six South Carolina high schools completed the Scale of Teacher Attitudes Toward Inclusive Classrooms (STATIC) and a demographic survey that asked about hours of professional development in special education topics and hours of support received weekly from special education personnel and administrators regarding students with disabilities. Correlational and regression analyses were conducted to determine the strength and direction of relationships, as well as the predictive nature of the data to determine secondary general education teachers' attitudes toward inclusion. Results indicated statistically significant positive correlations between variables, with a slightly stronger correlation when hours of professional development and hours of support were considered together. These findings suggest that additional training and support for teachers in inclusive classrooms may lead to more positive attitudes toward the concept of inclusion, ultimately improving learning outcomes for students with disabilities.
