Peceptions of General Education and Special Education Teachers Towards Inclusion PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Peceptions of General Education and Special Education Teachers Towards Inclusion PDF full book. Access full book title Peceptions of General Education and Special Education Teachers Towards Inclusion by Charity L. Kinneer. Download full books in PDF and EPUB format.
Author: Charity L. Kinneer Publisher: ISBN: Category : Inclusive education Languages : en Pages : 96
Book Description
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.
Author: Charity L. Kinneer Publisher: ISBN: Category : Inclusive education Languages : en Pages : 96
Book Description
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.
Author: Council for Exceptional Children Publisher: Council For Exceptional Children ISBN: 0865865043 Category : Education Languages : en Pages : 160
Book Description
CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth.
Author: Sharon Ruth Stidham-Smith Publisher: ISBN: Category : Languages : en Pages : 426
Book Description
General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom Sharon Ruth Stidham-Smith, Ph.D. The University of Texas at Austin, 2013 Supervisor: James L. Schaller This exploratory descriptive study was conducted to examine the perceptions of general public school teachers regarding inclusion of students with disabilities in their classroom. Instruments used to measure the concepts studied include an Inclusion Inventory followed by additional open-ended questions. A sample of general education public school teachers, who have had a child with a disability in their classroom, was recruited from a Texas regional school district. The research questions asked about the teachers' educational teams, their grade level assignment, and the number of years taught; followed by open ended questions that included the participants' definition of inclusion, their experiences and challenges, training in inclusion, and the concept of the general education teacher having sole responsibility for all the students in the class. Inclusion teams were found to be an important aspect of this study. The participants reported the success (or lack of success) of their inclusive classroom often depended on their inclusion team. In particular, special education coordination with vii administration support in finding solutions for unacceptable classroom behavior, time management, and class size. Many respondents felt further preservice and inservice training on how this support can be accomplished that includes administration as well as general and special education teachers was one avenue that could help realize an inclusive classroom that was beneficial to all. What exactly would be emphasized in this inclusion training was not stated. The inclusive practices and strategies discussed in this study require further research in order to determine what could be called a 'best practice' in the inclusive classroom.
Author: Debra Bruster Publisher: ISBN: Category : Inclusive education Languages : en Pages : 110
Book Description
This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of inclusive education between teachers with different teaching assignments. Special education teachers were clearly more positive than general education teachers about the inclusion of students with disabilities, the influence of students with disabilities on the general education classroom and its students, and the management of behavior in the inclusive classroom. There was no difference in teacher self-efficacy between the two groups. The study involved teachers at six rural high schools located in Northeast Georgia. The Opinions Relative to the Integration of Students with Disabilities developed by Antonak and Larrivee (1995) was used to measure the perceptions of the participants. The results were analyzed with t-tests to identify differences in perceptions of the two groups.
Author: Thomas E. Scruggs Publisher: Emerald Group Publishing ISBN: 1849505276 Category : Education Languages : en Pages : 343
Book Description
Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
Author: David L. Westling Publisher: Prentice Hall ISBN: 9780132414449 Category : Children with disabilities Languages : en Pages : 0
Book Description
This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.
Author: Kelly Lynn Whitaker Publisher: ISBN: Category : Inclusive education Languages : en Pages : 149
Book Description
The purpose of this study was to determine if there was a difference in middle school general education teachers' perception of the inclusion of students with disabilities in general education classes. A survey was sent to general education teachers at 14 middle schools in the Northeast Georgia Pioneer Regional Education Services Agency (RESA). The answers to the survey were compiled and analyzed for the differences in teacher perceptions of inclusion. The two groups were comprised of general education teachers who have taught in inclusive middle school settings and general education teachers who have taught only in traditional middle school settings. The general question addressed in this study was: Are there statistically significant differences in the perceptions of general education teachers that teach in inclusive middle school settings and general education teachers that teach only in traditional middle school settings towards the inclusion of students with disabilities? The researcher used a t-test to determine the statistical significance between the two groups.
Author: Shanda M. Carrasco Publisher: ISBN: Category : Inclusive education Languages : en Pages : 0
Book Description
The Individuals with Disability Education Act (IDEA) states that students with special needs should be educated to the maximum extent possible in the general education setting. Full inclusion practices allow students with special needs to be educated in the general education setting while receiving services for their unique needs. This study aimed to determine if general education teachers held negative perceptions toward full-inclusion practices and students with special needs. Furthermore, the study aimed to discover if there was a correlation between general education teachers' negative perceptions and the implementation of full inclusion practices. Through a Likert scale survey, current K-12 general education teachers across the United States rated 10 perception statements regarding their feelings towards full inclusion and students with special needs. The data indicated that the overall average score for respondents was in the neutral to slightly positive range. For perception statements regarding special needs students specifically, the average overall score fell more in the positive range; however, the average overall scores were negative when viewing perception statements regarding full inclusion practices. General education teachers who teach full inclusion were found to have the most positive perceptions toward full inclusion practices and students with special needs. General education teachers with full inclusion practices on their campuses had the next highest rate of positive perceptions. In contrast, general education teachers who did not work on inclusion campuses or in inclusive classrooms held the most negative perceptions. The data implies that the more exposure teachers have to full inclusion practices and students with special needs, the more positive their perceptions. It can also be assumed that full inclusion practices cannot be successfully implemented while general education teachers hold negative perceptions towards full inclusion and students with special needs.
Author: Charity L. Kinneer
Author: Charity L. Kinneer
Author: Council for Exceptional Children
Author: Sharon Ruth Stidham-Smith
Author: Debra Bruster
Author: Thomas E. Scruggs
Author: David L. Westling
Author: Kelly Lynn Whitaker
Author: Jennifer Ruhl Hull
Author: Rebecca N. Franchino
Author: Shanda M. Carrasco