Author: Donna L. JahnkePublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 224
Book Description
A Study of the Perceptions of General Education Elementary Teachers Regarding Support Needed from the Building Principal in an Inclusive Setting
Author: Donna L. JahnkePublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 224
Book Description
A Study of the Perceptions of General Education Elementary Teachers Regarding Support Needed from the Building Principal in an Inclusion Setting
Author: Donna L. JahnkePublisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 224
Book Description
Beginning Elementary Education Teachers' Perceptions Concerning Teaching in Inclusive Classrooms
Author: Marva Satterfield MillerPublisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 161
Book Description
"Schools and teachers are increasingly faced with meeting the needs of a diverse student population that can be successful with the general curriculum and prepared for the 21st century. As such, teacher educators assist in meeting this challenge by continuous improvement to teacher education programs preparing teachers to meet the educational needs of all students. The purpose of this study was to examine perceptions, attitudes, and beliefs of beginning elementary education teachers concerning teaching students with disabilities in general education classrooms. A mixed method study was conducted using a three part survey that solicited participant information related to personal demographics, 32 Likert-type scale questions with a certain level of agreement to attitudes, beliefs, preparation, and knowledge of inclusion. In addition, open-ended questions allowed participants to include more in-depth responses to thoughts about their overall experiences, beliefs, and support. The participants were graduates of a southeastern regional university teacher preparation program in elementary education. Demographics of participants indicated that the majority were Caucasian females, worked in general education classes, and were not required to take any special education coursework in their teacher education program. The findings suggested that although a high percentage of beginning elementary education teachers' believe in teaching and including students with disabilities in general education classrooms, many lack the necessary knowledge and skills needed to successfully engage students with disabilities in their classrooms. Findings of this study continue to emphasize the need for beginning general education teachers to receive not only more in-depth preparation at the preservice level, which supports successful transition from preparation to practice, but also increased opportunities for professional development and in-service training on meeting the needs of students with with disabilities. This study may provide a platform supporting positive attitudes towards professional teacher preparation and experiences in teaching students with disabilities in general education classrooms. By helping bridge the gap between preparation and the implementation of effective instructional practices to meet the needs of diverse learners, beginning teachers can be supported by pedagogy and evidence based educational practices learned through teacher education programs."--Abstract from author supplied metadata.
A Study of Elementary Teachers' Perceptions of the Requirements Necessary to Make Inclusion Successful in the General Education Setting
Author: Tara Lynn TobinDissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 546
Book Description
Needs for Developing Teacher Competencies for Successful Implementation of Inclusive Practices
Author: Virginia S. SalavaPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 136
Book Description
The purpose of this qualitative study was to examine the perceived needs of both special education and general education teachers for developing their competencies for successful implementation of inclusive practices as well as the quality of trainings teachers received as pre-service teachers and as practicing teachers. Thirty-nine K-5 elementary teachers from a suburban school district participated in the study. Surveys, open-ended questions, and interviews were the types of qualitative data collections used to address the research questions guiding this study. Results of the study indicate that teachers perceived the need for support from the guiding principal as most important for successful implementation of inclusive practices. Support from the building principal encompassed establishing a positive building culture for inclusion, providing common planning time for collaboration, establishing the roles and responsibilities of both the general education and the special education teachers, providing needs-based professional development, and supplying the materials and resources needed for successful implementation of inclusion. This study also suggested that teachers newer to the field of education reported being better-trained at the undergraduate level and felt better prepared to work in inclusive settings than teachers with 20+ years of experience. The results also indicated the practicing teachers' need for ongoing professional development about inclusion.
Perceptions of Elementary General Education Teachers on Inclusive Practices
Author: Stefani L. DoylePublisher:
ISBN:
Category :
Languages : en
Pages : 131
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.
Teacher and Building Administrator Perceptions of the Inclusion Model Within Rural School Districts
Author: Brian M. CromerPublisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 126
Book Description
The purpose of this qualitative study was to investigate the perceptions of general education teachers, special education teachers, and building administrators regarding the inclusion model at the elementary, middle, and high school levels. This study was conducted in two rural school districts in south-central Pennsylvania. The participants included 35 general education teachers, 10 special education teachers, and 7 building administrators who completed a survey containing Likert-style statements, multiple choice questions, and open-ended questions. At the conclusion of the survey, three general education teachers, two special education teachers, and five building administrators volunteered for a phone interview. The results of the study indicated that general education teachers understood the social benefits but not the academic benefits of the inclusion model. General education teachers also showed a desire to increase common planning time and collaboration with special education teachers. Special education teachers and building administrators indicated an understanding and support of inclusion, but building administrators lacked the understanding of the perceptions of the general education teachers with the inclusion model. Results also indicated general education teachers' concern regarding the lack of professional development offered pertaining to special education practices. Both groups of teachers expressed working with special education teachers and observations of colleagues' classrooms as preferred methods of professional development to increase knowledge of inclusion practices.
Resources in Education
Author: American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816
Book Description