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Author: Geraldine A. Ryan Publisher: ISBN: Category : Ability grouping in education Languages : en Pages : 107
Book Description
The purpose of this study was to determine high school special education teachers', general education teachers', and administrators' perceptions regarding student course placement decisions and teaching all students. This qualitative and quantitative study investigated the perceptions of 19 high school special education teachers', 34 general education teachers', and eight high school administrators' beliefs regarding student course placement decisions and including all students. Through the use of constructed response and open-ended survey items, the study identified (1) how high school special education teachers, general education teachers, and administrators perceived inclusionary practices; (2) the challenges that impacted their ability to implement inclusionary practices; and (3) the relationships between the perceptions of high school teachers and secondary administrators on the effects of student classroom placement decisions and teaching all students in an inclusive setting. Individual interviews with 9 participants provided additional information pertaining to the research questions. The findings from this study revealed that the high school administrators were more positive in their responses than high school teachers. Additionally, discrepancies regarding full inclusion were noted among the general education teacher group, special education teacher group, and the administrator group when responding to the inclusion of students with disabilities in the general education setting to the fullest extent possible. Response data identified that general education teachers indicated that they had more concerns when considering inclusion for students with disabilities. Data also indicated that administrators viewed inclusion more positively than the two teacher groups.
Author: Geraldine A. Ryan Publisher: ISBN: Category : Ability grouping in education Languages : en Pages : 107
Book Description
The purpose of this study was to determine high school special education teachers', general education teachers', and administrators' perceptions regarding student course placement decisions and teaching all students. This qualitative and quantitative study investigated the perceptions of 19 high school special education teachers', 34 general education teachers', and eight high school administrators' beliefs regarding student course placement decisions and including all students. Through the use of constructed response and open-ended survey items, the study identified (1) how high school special education teachers, general education teachers, and administrators perceived inclusionary practices; (2) the challenges that impacted their ability to implement inclusionary practices; and (3) the relationships between the perceptions of high school teachers and secondary administrators on the effects of student classroom placement decisions and teaching all students in an inclusive setting. Individual interviews with 9 participants provided additional information pertaining to the research questions. The findings from this study revealed that the high school administrators were more positive in their responses than high school teachers. Additionally, discrepancies regarding full inclusion were noted among the general education teacher group, special education teacher group, and the administrator group when responding to the inclusion of students with disabilities in the general education setting to the fullest extent possible. Response data identified that general education teachers indicated that they had more concerns when considering inclusion for students with disabilities. Data also indicated that administrators viewed inclusion more positively than the two teacher groups.
Author: Emily Smith Publisher: ISBN: Category : Children with disabilities Languages : en Pages : 66
Book Description
The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in Beaver County, Pennsylvania. The dependent variables are the teachers' and principals' perceptions of inclusion and the independent variables are years of educational experience, extent of special education background, and level of support by district administrators. Instrumentation for this study is the Multidimensional Attitudes toward Inclusive Education Scale (MATIES) survey. Data were analyzed for correlational relationships using the Statistical Package for the Social Sciences (SPSS). Findings suggest an average to high level of support by administration in supporting inclusive practices. A statistically significant, small negative relationship between the years teaching and responses on the affective and behavioral factors surfaced. No significant relationship was demonstrated between teachers' perceptions of inclusion and the level of support they receive from administrators. Future study can explore how perceptions directly impact placement of students with disabilities.
Author: Carmen Wiggins Publisher: ISBN: Category : High school teachers Languages : en Pages : 124
Book Description
With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion in regards to certification field, degree level, years of experience, and classroom setting. The survey contained of four demographic/background and 27 Likert-type questions. Anova and Pearson-product moment tests were used to analyze data. The researcher found no statistically significant relationships between teachers' perceptions of inclusion in regards to certification field, degree level, and years of experience. However, the study did find a statistically significant relationship between teachers' perceptions of inclusion and classroom setting. The researcher concludes that teachers with experience teaching in inclusion classrooms hold more favorable attitudes toward inclusion than those teachers who do not teach in inclusion classrooms.
Author: David J. Connor Publisher: Teachers College Press ISBN: 0807773867 Category : Education Languages : en Pages : 289
Book Description
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Author: Maria F. Vazquez Publisher: ISBN: 9781124092294 Category : Children with disabilities Languages : en Pages : 108
Book Description
School leaders are charged with responding to the challenges presented by the Individuals with Disabilities Education Act and the education of students with disabilities in the least restrictive environment. The idea of least restrictive environment moves schools from educating students with disabilities in special education to regular education classrooms, from special education schools to neighborhood schools. Providing inclusive settings poses many obstacles and challenges to school based administrators and in their capacity school leaders can either alleviate or generate barriers for the process; they can inhibit or inspire school personnel to accept the inclusion of students with disabilities in the general education classroom. Furthermore, their attitudes are critical in the design and implementation of programs and practices in their schools. Principals' attitudes can either promote or discourage the inclusion practices in their schools. The purpose of this study was to examine the factors related to school based administrators' attitudes toward inclusive education and the relationship of these attitudes on the placement of students with disabilities. The Principals and Inclusion Survey (pis) developed by Praisner (2000) was used to collect data from 175 school based principals in a large urban district in the southeastern part of the United States. The results of the study indicate a relationship does exist between principal's attitude toward inclusion and decisions pertaining to student placement. The study also found that those principals with positive experiences with students with disabilities also demonstrated beliefs of serving students with disabilities in less restrictive settings than those principals with negative experiences with students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Geraldine A. Ryan
Author: Geraldine A. Ryan
Author: Emily Smith
Author: Carmen Wiggins
Author: David J. Connor
Author: 
Author: Maria F. Vazquez
Author: Lisa Kathleen Robinson
Author: David Posthuma
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Author: Andrea Daunarummo