A Study of the Perceptions of Job Satisfaction of General and Special Education Teachers in Selected Georgia Elementary Schools Implementing the Inclusion Model PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Study of the Perceptions of Job Satisfaction of General and Special Education Teachers in Selected Georgia Elementary Schools Implementing the Inclusion Model PDF full book. Access full book title A Study of the Perceptions of Job Satisfaction of General and Special Education Teachers in Selected Georgia Elementary Schools Implementing the Inclusion Model by Jonathan Edward Willard. Download full books in PDF and EPUB format.
Author: Jonathan Edward Willard
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 108
Get Book Here
Book Description
Author: Jonathan Edward Willard
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 108
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 546
Get Book Here
Book Description
Author: M. C. Gore
Publisher: Corwin Press
ISBN: 1412975441
Category : Education
Languages : en
Pages : 249
Get Book Here
Book Description
The author provides educators with sixty-six keys to help middle and secondary school students with disabilities succeed.
Author: Debra Bruster
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 110
Get Book Here
Book Description
This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of inclusive education between teachers with different teaching assignments. Special education teachers were clearly more positive than general education teachers about the inclusion of students with disabilities, the influence of students with disabilities on the general education classroom and its students, and the management of behavior in the inclusive classroom. There was no difference in teacher self-efficacy between the two groups. The study involved teachers at six rural high schools located in Northeast Georgia. The Opinions Relative to the Integration of Students with Disabilities developed by Antonak and Larrivee (1995) was used to measure the perceptions of the participants. The results were analyzed with t-tests to identify differences in perceptions of the two groups.
Author: Stefani L. Doyle
Publisher:
ISBN:
Category :
Languages : en
Pages : 131
Get Book Here
Book Description
The purpose of this qualitative study was to investigate elementary general education teachers' perceptions of inclusive practices in two suburban school districts in Southeastern Pennsylvania. The researcher analyzed responses from 36 elementary general education teachers in two suburban school districts. The participants completed a researcher designed survey constructed of both Likert-style statements and open ended responses. Individual interviews with five participants provided insight into interviewees' perspectives on inclusive practices. Findings affirmed that general education teachers perceived themselves as responsible for the instruction of special education students when included in classrooms, as well as implementing accommodations and modifications of instructional content and the SDI in each student's IEP.Data demonstrated that special education teachers are responsible for the IEP development, however, there was data to suggest that general education teachers want more involvement in developing the IEP. Fidings identified that participants perceived a need for professional development, shared planning time, collaborative partnerships, additional staffing, and administrative support in order to successfully implement inclusion. Data supported that teachers are confident when instructing students with needs related to a specific learning disability, an intellectual disability, or high functioning autism. However, teachers did not perceive themselves as confident when instructing students with special education needs related to attention, focus, or behavior issues. The findings could potentially aid school administrators in identifying professional development initiatives and additional support structures to further enhance collaborative partnerships to best scaffold teams when including special education students in the general education classroom.
Author: Rolin Thierry
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
Get Book Here
Book Description
Author: Ahmed Afia Laroussi
Publisher:
ISBN:
Category : Elementary school principals -- Attitudes -- Case studies
Languages : en
Pages :
Get Book Here
Book Description
Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students' academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal's Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools' goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 312
Get Book Here
Book Description
Author: Kelly Lynn Whitaker
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 149
Get Book Here
Book Description
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.
Author: Diana Livingston
Publisher:
ISBN:
Category :
Languages : en
Pages : 39
Get Book Here
Book Description
