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Author: Brian D. Moore Publisher: ISBN: Category : Languages : en Pages : 114
Book Description
The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
Author: Brian D. Moore Publisher: ISBN: Category : Languages : en Pages : 114
Book Description
The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
Author: Brian M. Cromer Publisher: 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.
Author: Stefani L. Doyle Publisher: 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.
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: Yael Rachel Shemesh Publisher: ISBN: Category : Children with disabilities Languages : en Pages : 123
Book Description
Prior to federal law PL-94-142, children with disabilities typically were excluded from regular, mainstream classes. This law emphasized the least restrictive environment since research had shown that all children benefited from inclusive learning environments. In the late 1990s, New Jersey was cited as having too high a proportion of children with disabilities in segregated placements. New Jersey received a State Improvement Grant (SIG) to increase the number of students with disabilities in regular education classes. This dissertation was designed to evaluate one aspect of local school districts' program initiatives to achieve this end: teachers' attitudes and perceptions regarding inclusion. Teachers are responsible for the daily implementation of inclusion practices. Their attitudes, perceptions, and beliefs are crucial for the success of inclusion. Although findings from previous research have indicated that teachers favor inclusion, their willingness to implement inclusive practices depends on the availability of supports and resources, as well as the attitudes of school personnel. A total of 856 general education, special education, and special area teachers from seven districts in New Jersey were surveyed regarding: (a) their attitudes and beliefs about inclusion; (b) their perceived administrative support; (c) their perceived ease in meeting the needs of students with disabilities in their classroom; and (d) the factors that have helped or hindered their ability to include students with disabilities in their classroom. Quantitative (Pearson product-moment correlation, multiple regression, independent samples t test) and qualitative (content analysis) methods were used to analyze the survey data. Special education teachers had more positive attitudes toward inclusion than did general education teachers. Relationships between teachers' attitudes and perceptions, and administrative support were found for general education teachers but not for special education teachers. Years of experience working with students with disabilities did not influence these relationships. Teachers identified training, positive attitudes, and support from colleagues, administrators, and other school personnel as factors facilitating inclusive practices. Barriers to implementation included large class size, insufficient planning time, lack of support from colleagues and school administrators, student behavior and ability, and teachers' negative attitudes. Implications for practice are discussed for administrators and school psychologists.
Author: Renata Christina Gusm o-Garcia Williams Publisher: ISBN: Category : Languages : en Pages : 125
Book Description
This case study examined the experiences of administrators and teachers across two elementary schools in California in seeking to create sustainable, inclusion models. Specifically, the project focused on administrators' and teachers' perceptions of inclusion and what they identified as those instructional practices, school-wide systems, and structures that support a sustainable inclusion model. Inclusion models differ in structure yet share the common goal of engaging all children in quality teaching and learning, including children with various types of disabilities or learning challenges. The data collection methods included observations of staff meetings and classroom instruction coupled with teacher and administrative interviews across the two schools. Cross-school analysis of the data identified obstacles and supports of sustainable, inclusive practices. This case study highlights the challenges inherent to inclusion while also highlighting the way administrators and teachers overcome obstacles and maintain a successful program. Key findings reveal challenges, including those brought on by COVID-19, and systems that contribute to the sustainability of two different inclusion models. Results of the study detailed key inclusive, school-wide practices that support students with disabilities in general education such as: early intervention, master schedules, protected planning time for educators, and systems for communication. Prominent findings included data-based decision-making and the need to consider the strengths of each staff member in the context of their school when designing an inclusion model. The goal of this study is to enable other elementary schools to understand the process of change, the obstacles and the solutions to anticipated problems when considering or implementing an inclusion model. Future research should continue to focus on examining school design principles that enable students with disabilities to realize academic and social success commensurate with their peers.
Author: Brian D. Moore
Author: Brian D. Moore
Author: 
Author: Brian M. Cromer
Author: Stefani L. Doyle
Author: Emily Smith
Author: Yael Rachel Shemesh
Author: Renata Christina Gusm o-Garcia Williams
Author: Kathleen B. Brennan
Author: Delores Ann Washington
Author: Erin Nancy Mowers