Least Restrictive Environment: Elementary Regular Education Teachers Perceptions of Including Autism Spectrum Disorder Students in the General Education Classroom in Rural School Districts PDF Download
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Author: Alex Rouse Publisher: ISBN: Category : Education Languages : en Pages : 0
Book Description
In the 1970s, educational policies excluded children with disabilities from general education classrooms. Children with disabilities, such as autism spectrum disorder, were educated in separate environments from their non-disabled peers with minimum attention to the curriculum. The number of students with autism spectrum disorder increased over the years; as a result, legislation for inclusion of autism spectrum disorder students in similar learning environments with their peers intensified. Rural schools faced challenges ranging from a lack of well-trained teachers to a lack of resources, such as learning aids. Due to the gap in existing literature on general education teacher training and the availability of resources (e.g., learning aids, school administrators’ support, financial support) in rural elementary schools with ASD students, the purpose of this qualitative, interpretive study was to examine rural elementary school teachers’ perceptions about including students with ASD in the general education classroom and the teachers' perceptions about the support from administrators for including ASD students in the general education classroom in the state of Tennessee. After collecting data via online questionnaires from 17 participants, rural elementary school general education teachers in Tennessee indicated school administrators failed to create platforms where general education teachers could meet and share their experiences of teaching ASD students in general education classrooms. These general educators reported limited learning aids needed to achieve a conducive learning environment; challenges related to classroom management, limited support from school administrators, handling intense reactions, and maintaining a safe learning environment when teaching ASD students.
Author: Alex Rouse Publisher: ISBN: Category : Education Languages : en Pages : 0
Book Description
In the 1970s, educational policies excluded children with disabilities from general education classrooms. Children with disabilities, such as autism spectrum disorder, were educated in separate environments from their non-disabled peers with minimum attention to the curriculum. The number of students with autism spectrum disorder increased over the years; as a result, legislation for inclusion of autism spectrum disorder students in similar learning environments with their peers intensified. Rural schools faced challenges ranging from a lack of well-trained teachers to a lack of resources, such as learning aids. Due to the gap in existing literature on general education teacher training and the availability of resources (e.g., learning aids, school administrators’ support, financial support) in rural elementary schools with ASD students, the purpose of this qualitative, interpretive study was to examine rural elementary school teachers’ perceptions about including students with ASD in the general education classroom and the teachers' perceptions about the support from administrators for including ASD students in the general education classroom in the state of Tennessee. After collecting data via online questionnaires from 17 participants, rural elementary school general education teachers in Tennessee indicated school administrators failed to create platforms where general education teachers could meet and share their experiences of teaching ASD students in general education classrooms. These general educators reported limited learning aids needed to achieve a conducive learning environment; challenges related to classroom management, limited support from school administrators, handling intense reactions, and maintaining a safe learning environment when teaching ASD students.
Author: Dianne Berkell Zager Publisher: Routledge ISBN: 0415877571 Category : Education Languages : en Pages : 346
Book Description
Similar to a handbook in its comprehensive description of current theory and research, this interdisciplinary text shows how the existing knowledge base can explore promising new possibilities related to the field's many unanswered questions.
Author: Cheryl R. Rademacher Publisher: ISBN: Category : Languages : en Pages : 430
Book Description
This qualitative study investigated Early Childhood Special Education (ECSE) teachers' perceptions of learners with Autism Spectrum Disorder (ASD), Emotional Behavioral Disorder (EBD), Developmental Cognitive Delay (DCD), and prenatal chemical exposure. Participants were six ECSE teachers teaching in suburban school districts in the Midwest. Methods were semi-structured interviews, analyzed using Grounded Theory. As a comparison, an elite interview with an expert in the field was used to compare and contrast with the grounded theory data. Findings indicate respondents in this study reported less experience with students with EBS, DCD, and prenatal chemical exposure than for students with ASD. A further finding indicated a significant difference in how respondents described learners with ASD compared to the other three disability categories. Respondents in this study described students with ASD in greater quantity and richness than students in the other three disability categories. This study identifies the need the educators must address identification and instructional strategies for students with EBS, DCD, and prenatal chemical exposure through focused and specifically designed staff development opportunities. The impact of this study on the researcher personally and professionally is discussed in addition to the limitations of the study and the need for further research.
Author: Robin LaBarbera Publisher: SAGE Publications ISBN: 1506338887 Category : Education Languages : en Pages : 384
Book Description
Educating Students with Autism Spectrum Disorders: Partnering with Families for Positive Outcomes focuses on practical strategies for educating children with autism spectrum disorders in the classroom. Additional features describe how to partner with families in the implementation of many of the strategies, giving voice to parents, based on recent quantitative and qualitative research. Case studies developed from real interviews with parents and educators open each chapter, and the book focuses on what “works” and what “does not work” in their collaborative experiences. Key Features Case studies with "What Would You Do" questions offer real life scenarios that allow readers to apply their understanding of the chapter's contents to a situation they may encounter. Theory Into Practice (T.I.P) boxes promote self-reflection and an opportunity to apply material in real-world scenarios. A section of every chapter is devoted to how to collaborate with families to implement the chapter's specific strategies not just at school but also at home. Inclusion tips provide ways to implement the chapter's strategy for teachers in general education classrooms with children with ASD.
Author: Kristy L. LaPorte Publisher: ISBN: 9781109662429 Category : Education, Rural Languages : en Pages : 240
Book Description
This exploratory qualitative case study investigated rural K-8 special education teacher perceptions of their positional status as special education teachers who co-teach with their regular education peers. Four special education teachers participated in journal prompts, one-on-one interviews, and a focus group interview. The conceptual lens for this study was taken from Phyllis Jones' (2004) adaptation of Snow and Anderson's (2002) framework of social identity and embracement. Through this framework, two major themes emerged: special education teachers perceived their positional status as a co-teacher in a K-8 rural school as lower on the educational hierarchy than that of their regular education co-teachers and special education teachers perceived their positional status as a co-teacher in a K-8 rural school as being disconnected from their regular education peers. This study recommends that teachers should participate in professional development related to co-teaching prior to implementation of the co-taught model. They should continue to attend co-teaching in-service throughout the tenure of the team. Additionally, administrators should attend professional development in the areas of co-teaching and basic special education methodology. They should be well versed in special education mandates and offer continued support to the co-teachers by providing equal opportunities for both teachers to attend professional development, and in ensuring the equity of resources including providing each teacher with a desk, related materials, class lists, phone lists and report cards of all of the students in the co-taught classroom. Additionally, regular education teachers should attend professional development in the area of special education. They should be knowledgeable in accommodating and modifying curriculum and providing behavioral support for all students in the classroom. Moreover, regular education teachers should be able to assist in the writing of the Individual Education Plans, understand how to write goals and objectives and implement data to monitor individual student growth. Future research should focus on regular education teacher's perception of their expectations of the responsibilities of the students, both special education and regular education, within the co-taught classroom. A case study within a co-taught classroom conducted over an extended period of time would be beneficial in observing the relationship between the general education teacher and the students with special needs in comparison to the relationship between the general education teacher and the students without disabilities. Additionally, future quantitative research should investigate the relationship between administrative support and the co-teaching programming. These studies should examine if administrators who are certified in special education have a higher rate of special education teacher efficacy than those administrators without special education certifications as it was found in this study that administration plays a key role in successful outcomes of the co-taught model.
Author: Debra J. Daly Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The lack of involvement of students with disabilities in a regular classroom has remained a major concern in education. Every year, the number of special students escalates. For instance, in the United States, students with disabilities accounted for 13.7% of all students between the ages of three to 21 by 2018 (Kositsky, 2019). According to several reports, it is evident that the lack of inclusion of these students in normal school curricula causes emotional distress, depression, withdrawal from society or suicide in some cases. Every child has the right to access quality education. Institutional leaders know that it is not a must that special students are isolated from their peers or placed in separate institutions for learning. Gaps in the existing literature have led to a confusing perception of classified students, especially those of minority backgrounds.The purpose of this qualitative singular case study is to examine the perceptions of special education and general education teachers of the students who are classified as special education in their classrooms. The biases of the teachers, as it relates to race disproportionality in special education was also looked at. The study was conducted in a suburban New York school district and will use the data collected from individual and group interviews of teacher participants, and look at the special education classification process, from both the federal and district level. Analysis of the collected data revealed key findings for this study. First, that changes in the classification process of special education students have forced a closer look into the perceptions of teachers and their implicit biases regarding the classification of special education students. Second, a disconnect in communication between teachers, administrators, and the district has caused teachers to become frustrated, which has led them to rely more on collaboration with colleagues for the support they need. Third, teachers felt that the rigors of the classification process, and the pressure to get the students in correct placements has meant that collaboration, and professional development is more necessary than ever. The implications of these findings for all stakeholders will be discussed.
Author: Alex Rouse
Author: Alex Rouse
Author: Dianne Berkell Zager
Author: Jennifer H. Condrey
Author: Cheryl R. Rademacher
Author: Robin LaBarbera
Author: Kristy L. LaPorte
Author: Debra J. Daly
Author: Paula Ferrara-Parrish
Author: Daniele Annette Eiland
Author: Faye Ong