Predictors of Attitudes of Private School Teachers Toward Inclusion of Students with Special Needs in New Mexico PDF Download
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Author: Debbra O'Hara
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 125
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Book Description
Teachers' attitudes toward inclusion of students with special needs affect communication with students, curricular decisions, selection and implementation of teaching strategies, and professional development needs. Most research in the United States has focused on the attitudes of public school teachers who must follow federal special education law and regulations, though international research on inclusion has included studies of both public and private school teachers’ attitudes. Private school teachers experience differing conditions (legal, economic, organizational, philosophical, etc.) and may hold differing attitudes toward inclusion from those of their public school peers. Determining these attitudes will help private school personnel to address inclusion needs in their schools. This predictive correlation study of private school teachers’ attitudes toward inclusion used the Opinions Relative to the Integration of Students with Disabilities (ORI) instrument and a demographic survey of years of teaching experience, previous public school teaching experience, teacher level of education, and training in addressing special education needs. The instrument was distributed to teachers at 17 private schools in New Mexico. The final sample size was 69 teachers, a convenience sample of teachers responding. A multiple regression analysis assessed the comparative strength of relationship of each predictor variable to teacher attitude as measured by the ORI and found significant effect from teacher level of education.
Author: Debbra O'Hara
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 125
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Book Description
Teachers' attitudes toward inclusion of students with special needs affect communication with students, curricular decisions, selection and implementation of teaching strategies, and professional development needs. Most research in the United States has focused on the attitudes of public school teachers who must follow federal special education law and regulations, though international research on inclusion has included studies of both public and private school teachers’ attitudes. Private school teachers experience differing conditions (legal, economic, organizational, philosophical, etc.) and may hold differing attitudes toward inclusion from those of their public school peers. Determining these attitudes will help private school personnel to address inclusion needs in their schools. This predictive correlation study of private school teachers’ attitudes toward inclusion used the Opinions Relative to the Integration of Students with Disabilities (ORI) instrument and a demographic survey of years of teaching experience, previous public school teaching experience, teacher level of education, and training in addressing special education needs. The instrument was distributed to teachers at 17 private schools in New Mexico. The final sample size was 69 teachers, a convenience sample of teachers responding. A multiple regression analysis assessed the comparative strength of relationship of each predictor variable to teacher attitude as measured by the ORI and found significant effect from teacher level of education.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
Author: Catherine M. Ernst
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 206
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 532
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Book Description
![Teacher and School Variables Associated with the Academic and Social Outcomes of Students with Special Needs in General Education Classrooms [microform] PDF](https://books.google.com/books/content/images/frontcover/2CT7ygAACAAJ?fife=w80-h100)
Author: Melissa Romain McGee
Publisher: National Library of Canada = Bibliothèque nationale du Canada
ISBN: 9780612916845
Category : Academic achievement
Languages : en
Pages : 314
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Book Description
Participants were 31 teachers, 584 students, and six principals from four schools in one large suburban Canadian school board. Student outcomes of academic self-concept and peer acceptance were measured with pencil-and-paper tasks, and teachers' ratings of students' academic progress were used as a proxy measure of academic achievement. Classroom observations were conducted as measures of effective teaching behaviors and teacher interviews were conducted as measures of teachers' attitudes and beliefs about their roles and responsibilities in meeting the educational needs of students who are designated as having special needs. Teachers' and principals' attitudes and beliefs about inclusion, as well as classroom teachers' sense of personal teaching efficacy, were also surveyed with questionnaires. The purpose of this study was to evaluate the relationships among a set of student, teacher, and school variables that have been shown to influence the effectiveness of including students with special needs in general education classrooms. The present study extends on the work of P.J. Stanovich and Jordan (2000; 2002) who have developed a feedback model for describing how such variables interact with each other to facilitate positive academic and social outcomes for students in inclusive classrooms. Therefore, P.J. Stanovich and Jordan's feedback model of effective inclusion was used as a framework for exploring the relations among the student, teacher, and school variables in the present study. Significant positive relationships were demonstrated among students' levels of academic self-concept, peer-acceptance, and academic progress. Students with special needs had significantly lower levels of academic self-concept and were socially accepted significantly less than their peers who were typically achieving. Effective teaching behaviors were a significant predictor of students' academic progress. Teachers' attitudes and beliefs about inclusion were a significant predictor of students' academic self-concept. Personal teaching efficacy was a significant predictor of teachers' attitudes and beliefs about inclusion. Implications focus on the influence that teachers have on student outcomes, particularly as teachers who demonstrated more effective teaching practices tended to have students who made more academic progress through the course of a school year than their less effective counterparts.
Author: Darla Jane England
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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Book Description
Increasing numbers of students with disabilities are being educated in inclusive settings within elementary public schools across the United States. General education teachers are being hired to fill these positions, yet the characteristics principals view as necessary for them to be effective in such classrooms had yet to be explored. This study captured data on the knowledge, skills, and experiences candidates, coming directly out of college, should and do possess in order to be effective inclusion teachers. Principals’ perspectives on inclusion, as well as possible predictors for such perspectives, were also examined. An online survey was used to collect the perspectives of 129 elementary public school principals in one Midwest state. The findings from this study indicate that principals do not feel general education candidates are being properly prepared to teach in inclusion settings. Further, findings indicate principals felt that the actual possession of knowledge, skills, and experiences concerning special education new general educators possess was much lower than what these administrators felt candidates should possess. Inadequate experience working with special needs students was found to be the greatest factor in candidates’ unpreparedness. Comments from principals were categorized to find common themes and used along with analysis from closed-ended question data. Principals’ own knowledge of inclusion, years of experience in K12 education, and years of experience as an administrator, were not found to be predictors of their overriding perspectives on inclusion or the traits they felt general education candidates should possess in order to be effective teachers in inclusive settings. Suggestions for Teacher Education programs and general education teacher candidates are offered.
Author: Cheryl Tremble Smith
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 189
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Book Description
"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.
Author: Lori Cianflone
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 80
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Book Description
