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Teachersattitudes On Inclusion In A Regular Classroom At A Selected Elementary School
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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.
Author :Council for Exceptional Children Publisher :Council For Exceptional Children ISBN 13 :0865865043 Total Pages :160 pages Book Rating :4.8/5 (658 download)
Book Synopsis What Every Special Educator Must Know by : Council for Exceptional Children
Download or read book What Every Special Educator Must Know written by Council for Exceptional Children and published by Council For Exceptional Children. This book was released on 2015-12-15 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth.
Book Synopsis Comparative Study of Elementary School Principals' and Teachers' Attitudes Toward the Inclusion of Students with Disabilities Into the Regular Classroom in 30 Selected Schools by : Mattie M. Jones Coleman
Download or read book Comparative Study of Elementary School Principals' and Teachers' Attitudes Toward the Inclusion of Students with Disabilities Into the Regular Classroom in 30 Selected Schools written by Mattie M. Jones Coleman and published by . This book was released on 1997 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Inclusive Education: Global Issues and Controversies by :
Download or read book Inclusive Education: Global Issues and Controversies written by and published by BRILL. This book was released on 2020-06-29 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together some thought provoking discussions on inclusive education within the current education climate. Is inclusive education worth pursuing or is the fervour for its implementation subsiding as the realities of its challenges are understood?
Book Synopsis Elementary Teachers' Attitude Towards Inclusion by : Astha Bhargav
Download or read book Elementary Teachers' Attitude Towards Inclusion written by Astha Bhargav and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study has identified elementary school special education and general education teacher attitudes on inclusive education in district Kurukshetra. The general education teachers agreed significantly more than special education teachers that; students with disabilities participate in classroom activities with their peers without disabilities, that students with learning disabilities are able to participate productively in general education classroom learning activities, that inclusive education improves social skills of students with disabilities, that students without disabilities accept their peers with disabilities in the general education classroom, and that students with cognitive and learning disabilities appear to adapt behaviorally and academically to inclusive education. Lastly, the special education teachers agreed significantly more than the general education teachers that the special education room should only be used as a resource when the general education teacher cannot adequately meet the needs of the student with disabilities in their classroom.
Book Synopsis A Comparative Study of Classroom Teachers' Perceptions Towards Inclusion by : Keisha H. Pritchard
Download or read book A Comparative Study of Classroom Teachers' Perceptions Towards Inclusion written by Keisha H. Pritchard and published by . This book was released on 2014 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine classroom teachers' perceptions of inclusion (students with disabilities being educated in a regular classroom setting) in seven randomly selected school districts in North Carolina (p. 49). Regular education teachers at both the elementary and secondary levels were surveyed to determine characteristics that impact their perceptions of inclusion in regards to teacher gender, years of teaching experience, subjects taught (core or elective classes), past experience with inclusion, personal experience with disabilities, number of hours of coursework concerning disabilities, number of hours of professional development concerning disabilities, number of hours of training concerning inclusion, and region. This study detailed related research in the area of inclusion and the variables that are a part of teachers' perceptions. The research provided guidance for the researcher and the study. -- The Attitudes Towards Teaching All Students (ATTAS-mm) Instrument was used for this study. Permission for the use of the instrument was obtained from Jess Gregory, one of the authors of the instrument. The ATTAS-mm was developed in 2011 by Jess L. Gregory and Lori A. Noto. The ATTAS-mm is arranged to load onto three different components of attitude: cognitive, behavioral, and affective. -- One research question is identified: What are the key identifiable characteristics that impact teachers' perceptions towards inclusion? In analyzing the results of the survey, teachers' perceptions were disaggregated based on the characteristics provided. There was no significant difference in teachers' perceptions as related to current teaching assignment, gender, years of teaching experience, experience with inclusion, or the number of hours of training in inclusive practices. In regards to the subject taught, elective teachers were more accommodating for students in the inclusive setting. Teachers who had personal experience with individuals with disabilities had a more positive attitude than those who had no experience. The greater the number of hours of academic coursework teachers had concerning disabilities, the more they felt that separate classrooms should not be eliminated. As the number of hours of professional development concerning disabilities increased, so did the degree of positive attitudes. Regions were analyzed with the most positive attitude towards inclusion being represented in the sandhills/south central region, and the southeast region was the most negative.
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 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 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 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 An Analysis of Teachers' Attitudes Toward Full Inclusion as an Effective Instructional Strategy by : Susan Lundberg Smits
Download or read book An Analysis of Teachers' Attitudes Toward Full Inclusion as an Effective Instructional Strategy written by Susan Lundberg Smits and published by . This book was released on 1996 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 Special Educational Needs, Inclusion and Diversity by : Norah Frederickson
Download or read book Special Educational Needs, Inclusion and Diversity written by Norah Frederickson and published by McGraw-Hill Education (UK). This book was released on 2009-04-01 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special Educational Needs, Inclusion and Diversity is the definitive handbook for student teachers, newly qualified teachers, trainee educational psychologists, SENCO's and SEN Specialist Teachers.
Book Synopsis Inclusive General Education Teachers' Perspectives on Inclusion by : Katherine Victoria Flores
Download or read book Inclusive General Education Teachers' Perspectives on Inclusion written by Katherine Victoria Flores and published by . This book was released on 2012 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to describe the characteristics and behaviors of inclusive general education elementary teachers who were including a student with significant disabilities in their classes. In-person interviews of the three general education elementary school teachers were conducted and transcribed. In addition, the author observed the teachers at least seven different days throughout the spring semester and collected artifacts as well. All data compiled were analyzed using categorical coding procedures to identify themes related to the teachers' attitudes. The themes that emerged included: a strong sense of classroom community, giving choices, utilizing engaging activities, having high academic expectations for all students, the teacher's personal experience with people with disabilities, intentional teaching methods, collaboration between the general education teacher and the special education teacher, and the relationship between the paraeducator and the general education teacher.
Book Synopsis Including Students with Severe Disabilities by : Craig H. Kennedy
Download or read book Including Students with Severe Disabilities written by Craig H. Kennedy and published by Allyn & Bacon. This book was released on 2004 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by a diverse group of educators, this textbook provides both cutting-edge descriptions of critical issues relating to curriculum and instruction of students with severe disabilities, and hands-on practical examples of inclusive education at various grade levels. This book presents information that is a generation ahead of previous textbooks written about teaching people with severe disabilities. Its organization and content allows the book to be used as a methods text and general resource on research-based best practices. Its focus is on how to effectively include students with severe disabilities into general education classrooms and beyond. Topics discussed include: Collaboration Family-centered practices Access to the general education curriculum Working with paraprofessionals Cultivating social relationships Systematic instruction Positive behavior supports, communication Sensory/motor skills. Examples of how to infuse these areas of effective teaching into real world contexts are provided in chapters written by experts on preschool, elementary school, middle school, high school, and transition services.
