Special And General Education Teachers Attitudes Regarding Successful Versus Unsuccessful Inclusion In Elementary Schools
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Special And General Education Teachers Attitudes Regarding Successful Versus Unsuccessful Inclusion In Elementary Schools
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Author : Jennifer Stremich
language : en
Publisher:
Release Date : 2004
Special And General Education Teachers Attitudes Regarding Successful Versus Unsuccessful Inclusion In Elementary Schools written by Jennifer Stremich and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Inclusive education (Elementary) categories.
Secondary Special Educators Attitudes And Sense Of Self Efficacy Toward Inclusive Education
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Author : Jacqueline Michelle Wood
language : en
Publisher:
Release Date : 2017
Secondary Special Educators Attitudes And Sense Of Self Efficacy Toward Inclusive Education written by Jacqueline Michelle Wood and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
Since the 1970s there has been a growing legislative focus, in the United States and abroad, on providing inclusive education for students with disabilities in the least restrictive environment alongside their typical peers. However, this shift in policy has not resulted in a comparable shift in practice. Key factors shown to influence the success of implementing inclusive educational practices are teachers' attitudes and beliefs. The purpose of this study was to examine the relationship between secondary special education teachers' attitudes toward the inclusion of students with disabilities and their sense of self-efficacy related to supporting students with disabilities included in the general education classroom. The mixed-methods design was grounded in the theories of planned behavior and self-efficacy. Quantitative data collection included a survey with questions regarding (a) demographic information and background of the teacher, (b) teachers' sense of self-efficacy regarding the inclusion of students with disabilities, and (c) teachers' attitudes toward the inclusion of students with disabilities. The qualitative portion of the design included individual interviews regarding teachers' perceptions of their own efficacy with and attitudes towards inclusive education and the relationship between these factors. Teacher participants included secondary special educators in a large suburban school district undergoing a shift in special education service delivery practices toward increasing the inclusion of students with disabilities in general education. The aim of this study was inform teacher training and professional development efforts. Among the key findings was the conclusion that the special education teachers in the district of study lacked a clear, shared understanding of inclusion as well as their roles and responsibilities in a more inclusive special education service delivery model. These special educators had an overall positive attitude toward the theory of inclusion, but held negative attitudes towards the actual practice of inclusion; specifically, teachers expressed a strong resistance to the elimination of self-contained special education classrooms. Similarly, special education teachers in this study reported high senses of self-efficacy for supporting students with disabilities overall, but had doubts about their abilities to apply these skills in the general education classroom. The results of this study will inform professional development efforts toward increasing the inclusion of students with disabilities, as well as areas of need for additional research. Limitations of the study, as well as implications for practice, are discussed.
Teacher Attitudes Toward Inclusion
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Author : Amanada Pennington
language : en
Publisher:
Release Date : 2012
Teacher Attitudes Toward Inclusion written by Amanada Pennington and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Inclusive education categories.
The purpose of the study was to examine the attitudes of general educators toward movement of students with special needs into general education classrooms. This study was conducted using a descriptive quantitative approach with a survey design. The total number of participants was 73 with a total return rate of 53%. Teachers were surveyed on their (a) attitudes towards students with disabilities in inclusive settings, (b) beliefs about professional roles and responsibilities, and (c) beliefs about the efficacy of inclusion. Time spent with special education teachers tended to increase teacher beliefs that students with mild to moderate disabilities can be more effectively educated in regular classrooms as opposed to special education classrooms. The vast majority of teachers responded positively to their roles and responsibilities with students with disabilities. General education teachers showed a positive belief in the efficacy of inclusion, as 80% indicated that they believed inclusion was effective due to the social skills that can be learned. Almost 20% of participants did not believe that students with mild or moderate disabilities should be educated in the general education classroom to the fullest extent possible. It is recommended that administrators address the attitudes of general education teachers. This could be done through in-service training, mentoring and allotting time to collaborate with special education teachers. More research should be done to determine reasons why teacher attitudes are negative, so that schools may work to maintain positive attitudes and successful inclusion programs.
Including Students With Disabilities
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Author : Kim Wagner
language : en
Publisher:
Release Date : 2006
Including Students With Disabilities written by Kim Wagner and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with categories.
The purpose of this qualitative study was to explore general education teachers' perspectives of including students with disabilities in the general classroom environment. Three key questions guided this study: What teaching practices were the teachers currently implementing in their classrooms? What were the general education teacher's overall attitudes toward inclusion? What kinds of support did they perceive were needed for the success of the model? Data collection methods included interviews and observations of four general education teachers in two elementary schools in a suburban area. The findings indicated that although teachers had positive attitudes toward inclusion, they were facing several setbacks in the initial implementation of the model in their school. They also recommended several alternative methods that could be used to make the model effective. Among those was collaboration between all stake holders' involved and clear definitions of duties. Further research should attempt to clarify and identify the steps that would strengthen the inclusion process.
The Beyond Access Model
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Author : Cheryl M. Jorgensen
language : en
Publisher: Brookes Publishing Company
Release Date : 2010
The Beyond Access Model written by Cheryl M. Jorgensen and has been published by Brookes Publishing Company this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Mainstreaming in education categories.
Accompanying CD-ROM contains more than a dozen adaptable checklists, fillable forms, and templates.
Teacher Attitudes Toward The Inclusion Of Students With Disabilities In The General Education Classroom
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Author : Robyn Eiken
language : en
Publisher:
Release Date : 2015
Teacher Attitudes Toward The Inclusion Of Students With Disabilities In The General Education Classroom written by Robyn Eiken and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Children with disabilities categories.
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.
Peceptions Of General Education And Special Education Teachers Towards Inclusion
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Author : Charity L. Kinneer
language : en
Publisher:
Release Date : 2021
Peceptions Of General Education And Special Education Teachers Towards Inclusion written by Charity L. Kinneer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with Inclusive education categories.
This study examined the attitudes of general education teachers and special education teacher of the inclusion classroom in the middle and high school levels. Using casual- comparative and survey methodology, the level of agreement or disagreement of these teachers’ attitudes towards the inclusive procedures was assessed in four areas: Planning, Classroom/School Environment, Collaboration/Team Partners, and Resources/Supports/Professional Development. The survey measured general education teachers and special education teachers in the middle and high school levels using a 19- item, five-point Likert scale. To address the research questions, an ANOVA was initially proposed. However, due to the low sample size of administrators and large sample size of participants having multiple positions, an independent sample t-test was proposed as an alternative. The independent sample t-test was then used to test for differences in attitude toward inclusion scores between general educators and special educators. The findings of the independent sample t-test were not statistically significant, t(58) = -0.05, p = .958, d = 0.02, indicating that there were not significant differences in attitude toward inclusion scores between general educators and special educators. General educators and special educators both had a mean score of 3.93 for attitude toward inclusion. The findings of the non-parametric Mann-Whitney U test were also not statistically significant, Z = -0.30, p = .765, further providing evidence of non-significant differences in attitude toward inclusion scores between general educators and special educators.
Student Attitudes Toward Individuals With Disabilities
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Author : Heather Young
language : en
Publisher:
Release Date : 1997
Student Attitudes Toward Individuals With Disabilities written by Heather Young and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Children with disabilities categories.
ABSTRACT: In recent years, many schools have begun to include students with disabilities in general education classrooms. Studies on "inclusion," have shown several positive effects for students with and without disabilities. This study examines the self-reported attitudes of 185 elementary school students in inclusive and traditional classrooms, as measured by the Scale of Children's Attitudes Toward Exceptionalities (SCATE). Self-reported attitudes and experiences of general education teachers were also assessed using a survey developed by the researcher. Although statistically significant relationships were found on the SCATE, these were not logical or conclusive. Results of the teacher surveys indicate that teachers of inclusive classes more strongly support the district philosophy for including students with disabilities than teachers of traditional classes. The results of this study do not support the hypothesis that students in "inclusive" classrooms have more positive attitudes toward peers with disabilities than students in "traditional" classrooms. Implications for these results and possibilites for future research are discussed.
Attitudes And Perceptions Of Elementary School Teachers Regarding The Inclusion Model
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Author : Melissa J. Alves
language : en
Publisher:
Release Date : 1996
Attitudes And Perceptions Of Elementary School Teachers Regarding The Inclusion Model written by Melissa J. Alves and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with Elementary school teachers categories.
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.
High School Teachers And Support Staff S Attitudes Toward Students With Disabilities In The Inclusive General Education Classroom
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Author : Carrie Mae Yoakum
language : en
Publisher:
Release Date : 2019
High School Teachers And Support Staff S Attitudes Toward Students With Disabilities In The Inclusive General Education Classroom written by Carrie Mae Yoakum and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
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.