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Author: Lisa R. Conrad Publisher: ISBN: Category : Mainstreaming in education Languages : en Pages : 128
Book Description
This qualitative study examined the perceptions of regular education teachers, special education teachers, and administrators regarding the impact of inclusionary practices on the academic skills of elementary students with disabilities from four school districts in south central Pennsylvania. Information gained from this study yielded perceptions of teachers and administrators about including students with disabilities for reading and math in the general education classroom. The participants included regular education teachers, special education teachers, and administrators who included elementary principals and central office administrators from four school districts in two counties. Using an on-line survey, open-ended questions, and interviews, this study was guided by three research questions related to the perceptions of including students with disabilities in the general education setting for academic skills. The results showed that regular education teachers, special education teachers, and administrators had varied perceptions of students being successful academically in an inclusion setting. Four themes evolved from the study: the need for (a) a common vision and support system, (b) an increase of inclusion practices in the general education setting for students with disabilities in order to improve academic skills, (c) curriculum modifications, and (d) staff training.
Author: Lisa R. Conrad Publisher: ISBN: Category : Mainstreaming in education Languages : en Pages : 128
Book Description
This qualitative study examined the perceptions of regular education teachers, special education teachers, and administrators regarding the impact of inclusionary practices on the academic skills of elementary students with disabilities from four school districts in south central Pennsylvania. Information gained from this study yielded perceptions of teachers and administrators about including students with disabilities for reading and math in the general education classroom. The participants included regular education teachers, special education teachers, and administrators who included elementary principals and central office administrators from four school districts in two counties. Using an on-line survey, open-ended questions, and interviews, this study was guided by three research questions related to the perceptions of including students with disabilities in the general education setting for academic skills. The results showed that regular education teachers, special education teachers, and administrators had varied perceptions of students being successful academically in an inclusion setting. Four themes evolved from the study: the need for (a) a common vision and support system, (b) an increase of inclusion practices in the general education setting for students with disabilities in order to improve academic skills, (c) curriculum modifications, and (d) staff training.
Author: Isa Korkmaz Publisher: ISBN: Category : Languages : en Pages : 7
Book Description
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students' disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers' quality but also the school administrators'. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. [This study was supported by The Scientific and Technological Research Council of Turkey (TUBITAK).] (Contains 8 tables.).
Author: Cambri Haase Publisher: LAP Lambert Academic Publishing ISBN: 9783659639906 Category : Languages : en Pages : 112
Book Description
Inclusion, the opportunity for all students to be educated together, is becoming the norm in many schools. As students are being placed in inclusive classroom, they are developing ideas around difference and disability. But what exactly are these students learning from this experience? This work examines my class of Grade 1 and 2 students' perspectives on disability and difference. Through interviews with the students, observations and my own self-reflections two key themes emerged. Firstly, the students were unlikely to notice a difference of autism and just see a friend. Secondly, the students' understanding of difference was derived from their own personal experience. It was also determined that effective inclusive practices are lead by teachers and educational assistants. The environment that teacher and assistants create can influence the academic and social success for all students. This environment may then also aid in all students understanding of disability and difference.
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: Stephen Ray Pickard Publisher: ISBN: Category : Children with disabilities Languages : en Pages : 348
Book Description
An analysis of the perceived effects of the Welsh Inclusion Model on the academic growth of special needs learners in a North Carolina elementary school.
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: Lisa R. Conrad
Author: Lisa R. Conrad
Author: UNESCO
Author: Isa Korkmaz
Author: Debra Adrian Heiss
Author: Cambri Haase
Author: Deborah L. Speece
Author: Sandra Ann Crossett
Author: Council for Exceptional Children
Author: Stephen Ray Pickard
Author: David J. Connor