The Impact of Inclusion on Middle School Students PDF Download
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Author: Amy Elizabeth Lisson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 164
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Author: Amy Elizabeth Lisson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 164
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Book Description
Author: Karen L. Jones-Sullivan
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 138
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Book Description
The purpose of this study was to examine the perceptions of middle school teachers, principals, and parents concerning the middle school student with special needs; specifically, the perceived effects of inclusion on the academic, social, and emotional behavior of middle school students with special needs. Twenty-eight middle school teachers, three principals, and 36 parents of middle school students with special needs volunteered to participate in this qualitative case study. The data sources used in this study were an Educational Professional Survey and a Parent Inclusion Survey, open-ended questions, and personal interviews. Results of the study indicated that middle school teachers, principals, and parents had an optimistic perception of inclusion. Responses also suggest that inclusion provides a positive effect for students with special needs when inclusion is supported with collaboration among professionals and families. The vast majority of all participants viewed that inclusion improves the social context of students with special needs. They agreed that inclusion helps their students develop friendships with classmates with and without special needs. Middle school teachers, principals, and parents indicated that inclusion improves middle school students' emotional behavior, providing students with special needs with positive role models and a feeling of belonging. While most middle school teachers, principals, and parents indicated that exposure to both regular education teachers and students helps with the self-esteem of students with special needs, some negative viewpoints were presented. Common perceptions among teachers, principals, and parents include the need for heterogeneous grouping of students with special needs, staff development for teachers, and the overall feeling that students with special needs are succeeding academically, socially, and emotionally in the regular education classroom.
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
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Author: Ruth Carol Hawkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Christina Diana RuizGolderg
Publisher:
ISBN:
Category :
Languages : en
Pages : 200
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Book Description
Author: Ashley Barbara Reichert
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 145
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Book Description
The effects of the Coronavirus Disease (COVID-19) pandemic continue to be unveiled. The pressures and stipulations for inclusion can cause great stress for teachers and administrators to attempt ways to create a least restrictive environment (LRE) for students with Individualized Education Programs (IEPs), while maintaining rigor and safety for all students in the midst of changing policy and practice. Self-efficacy allows individuals to measure their beliefs in the ability to complete a task. The pandemic led to a need of examining students’ self-efficacy within the inclusive environment. The purpose of the study was to examine the differences in academic self-efficacy scores based on students’ classification as a student with and without a documented disability and gender among middle school students in an inclusive classroom. The research was conducted in this study through a casual comparative study to determine students’ self-efficacy toward inclusion in in-person and remote classrooms. This study examined 222 students, while using 2 two-way analyses of variance in disability qualification, gender, and learning format. The instrument of measurement is the Patterns of Adaptive Learning Scales (PALS) created by Midgley et al. (2000) used to measure students’ self-efficacy at the end of the 2020-2021 school year finding that having a documented disability had no significance on academic self-efficacy. Gender and learning format (in-person compared to virtual) did not have significant effect size within this study. There has been extensive research on the effects of inclusion; however, the measured self-efficacy of students throughout the pandemic experience needs continued development. Results indicate further research and intervention to improve academic self-efficacy of students.
Author: Kristine Irene Erickson
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 386
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Book Description
Author: Karen A. Stover
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 90
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Book Description
"The purpose of this study was to determine if inclusion-style mathematics and language arts classrooms are effective and helpful for sixth grade students." -- p. 5.
Author: Brian McGurney
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
Author: Kimberly L. Keyes
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 134
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Book Description
