General Education Teachers' Attitudes Toward the Inclusion of Students with Disabilities PDF Download
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Author: Erika L. Bradley
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
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Book Description
Author: Erika L. Bradley
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
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Book Description
Author: Robin M. Pelt
Publisher:
ISBN:
Category : Mainstreaming in education
Languages : en
Pages : 84
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Book Description
According to the research, inclusion in the general education setting is valuable to the academic and social development of students with disabilities. Teachers play a significant role in the success of students with disabilities in this setting (Coombs-Richardson & Mead, 2001; Fuchs, 2010; Test et al., 2009). Research shows that teachers display positive and negative attitudes toward inclusion based on the severity of the disability category (Cook, 2001; Ernest & Rogers, 2009). The purpose of this study was to examine teachers' attitudes toward the inclusion of students with disabilities in the general education classroom in a rural school district. An ANOVA was run to analyze teachers' attitudes based on disability category and to determine if grade level taught by teachers acts as a moderator to their attitudes. Results revealed that students' disability categories had a significant impact on teachers' attitudes and that grade level taught acts as a moderator to teachers' attitudes toward inclusion. Limitations were discussed, and recommendations for practice, policy, and research were provided.
Author: Robyn Eiken
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 38
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Book Description
With the implementation of IDEA (Individuals with Disabilities Education Act) in 1975, educating students in the least restrictive environment has become common practice among schools. This leads to the inclusion of students with disabilities in the general education classroom. The following study evaluates the impact that inclusion has on general education teachers. 22 general education teachers were surveyed to determine how inclusion affects their attitude toward multiple variables, including stress level, planning time, enjoyment of teaching, and perceived value of students with special needs. The study found that the majority of teachers feel that students with disabilities are a valuable part of the classroom and are enjoyable to teach. The teachers feel that general education students learn better when students with disabilities are included in the classroom. However, having special needs students included in the classroom takes additional planning time and causes teachers to feel more stressed. Furthermore, the study compares the opinions of teachers with 1-10 years of teaching experience and teachers with 11 or more years of teaching experience. It is concluded that additional professional development opportunists and training should be given to general education teachers to help them successfully implement inclusion.
Author: Vanisa Brown
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 114
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Book Description
Author: Sherita M. Wilson
Publisher:
ISBN:
Category : Inclusion
Languages : en
Pages : 90
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Book Description
Author: Annie P. Hurt
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 466
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Author: Carrie Mae Yoakum
Publisher:
ISBN:
Category :
Languages : en
Pages : 234
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Book Description
Research has shown teachers' attitudes toward students with disabilities directly affect the students' performance in the general education classroom; however, more research is needed to determine what variables influence high school teacher and support staff attitudes. The purpose of this study was to determine the attitudes of high school general education teachers, special education teachers, and support staff toward students with disabilities in the general education classroom. The study examined multiple variables such as gender, race/ethnicity, teaching experience, educators' role, and school size; and the impact of professional development on their attitudes toward inclusion. This study used an explanatory sequential mixed-methods design. Data collection included the Inclusion Attitude Scale for High School Teachers (IASHST), developed by Ernst and Roger, and then focus groups for general education teachers, special education teachers, and support staff in order to triangulate the findings. The results of this study found that general education teachers may have a more negative attitude than special education teachers and support staff. However, it is important to note that members of each focus group described what they considered to be appropriate exceptions to including students with disabilities in the general education classroom.
Author: Gidget Virginia Ann Ryskamp
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 308
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Book Description
Author: Lynn Wogamon
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 141
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Book Description
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.
Author: Tom E. C. Smith
Publisher: Prentice Hall
ISBN: 9780138007836
Category : Education
Languages : en
Pages : 581
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Book Description
This highly praised text takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know to address the needs of all learners.
