Teachers' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom in a Rural School District PDF Download
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Author: Robin M. Pelt Publisher: ISBN: Category : Mainstreaming in education Languages : en Pages : 84
Book Description
According to the research, inclusion in the general education setting is valuable to the academic and social development of students with disabilities. Teachers play a significant role in the success of students with disabilities in this setting (Coombs-Richardson & Mead, 2001; Fuchs, 2010; Test et al., 2009). Research shows that teachers display positive and negative attitudes toward inclusion based on the severity of the disability category (Cook, 2001; Ernest & Rogers, 2009). The purpose of this study was to examine teachers' attitudes toward the inclusion of students with disabilities in the general education classroom in a rural school district. An ANOVA was run to analyze teachers' attitudes based on disability category and to determine if grade level taught by teachers acts as a moderator to their attitudes. Results revealed that students' disability categories had a significant impact on teachers' attitudes and that grade level taught acts as a moderator to teachers' attitudes toward inclusion. Limitations were discussed, and recommendations for practice, policy, and research were provided.
Author: Robin M. Pelt Publisher: ISBN: Category : Mainstreaming in education Languages : en Pages : 84
Book Description
According to the research, inclusion in the general education setting is valuable to the academic and social development of students with disabilities. Teachers play a significant role in the success of students with disabilities in this setting (Coombs-Richardson & Mead, 2001; Fuchs, 2010; Test et al., 2009). Research shows that teachers display positive and negative attitudes toward inclusion based on the severity of the disability category (Cook, 2001; Ernest & Rogers, 2009). The purpose of this study was to examine teachers' attitudes toward the inclusion of students with disabilities in the general education classroom in a rural school district. An ANOVA was run to analyze teachers' attitudes based on disability category and to determine if grade level taught by teachers acts as a moderator to their attitudes. Results revealed that students' disability categories had a significant impact on teachers' attitudes and that grade level taught acts as a moderator to teachers' attitudes toward inclusion. Limitations were discussed, and recommendations for practice, policy, and research were provided.
Author: Robyn Eiken Publisher: ISBN: Category : Children with disabilities Languages : en Pages : 38
Book Description
With the implementation of IDEA (Individuals with Disabilities Education Act) in 1975, educating students in the least restrictive environment has become common practice among schools. This leads to the inclusion of students with disabilities in the general education classroom. The following study evaluates the impact that inclusion has on general education teachers. 22 general education teachers were surveyed to determine how inclusion affects their attitude toward multiple variables, including stress level, planning time, enjoyment of teaching, and perceived value of students with special needs. The study found that the majority of teachers feel that students with disabilities are a valuable part of the classroom and are enjoyable to teach. The teachers feel that general education students learn better when students with disabilities are included in the classroom. However, having special needs students included in the classroom takes additional planning time and causes teachers to feel more stressed. Furthermore, the study compares the opinions of teachers with 1-10 years of teaching experience and teachers with 11 or more years of teaching experience. It is concluded that additional professional development opportunists and training should be given to general education teachers to help them successfully implement inclusion.
Author: Janka Goldan Publisher: Emerald Group Publishing ISBN: 1800434561 Category : Education Languages : en Pages : 220
Book Description
Marking the first time an entire book has been dedicated to the topic of successful inclusive education, in this volume leading experts address international perspectives on funding models, the role of resources, and the development of professionals for the implementation of effective inclusive education.
Author: Leona E. O'Dear Publisher: ISBN: 9781369201864 Category : Classroom environment Languages : en Pages : 89
Book Description
Inclusion of students with emotional disturbances (ED) is encouraged nationally through litigation and legislation. Despite this fact, 38.1% of the students with ED spend less than 40% of their day in a regular education classroom due to several barriers. Research has demonstrated that one of the barriers to inclusion exists in general education teachers' attitudes towards the inclusion of students with disabilities. The purpose of this research study was to use a qualitative design to study the perspectives of general education teachers at the elementary level in an urban Illinois school district towards the phenomenon of the inclusion of students with ED. In order to accomplish this, five participants were interviewed to provide data for the study.
Author: Christine Forlin Publisher: Routledge ISBN: 1134040644 Category : Education Languages : en Pages : 272
Book Description
This ground-breaking book considers current perspective on educational reform in the Asia-Pacific regions with a focus on a new era of special education, particularly as this relates to the educational reform towards inclusive education.
Author: Astha Bhargav Publisher: LAP Lambert Academic Publishing ISBN: 9783847372271 Category : Languages : en Pages : 76
Book Description
The study has identified elementary school special education and general education teacher attitudes on inclusive education in district Kurukshetra. The general education teachers agreed significantly more than special education teachers that; students with disabilities participate in classroom activities with their peers without disabilities, that students with learning disabilities are able to participate productively in general education classroom learning activities, that inclusive education improves social skills of students with disabilities, that students without disabilities accept their peers with disabilities in the general education classroom, and that students with cognitive and learning disabilities appear to adapt behaviorally and academically to inclusive education. Lastly, the special education teachers agreed significantly more than the general education teachers that the special education room should only be used as a resource when the general education teacher cannot adequately meet the needs of the student with disabilities in their classroom.
Author: Robin M. Pelt
Author: Robin M. Pelt
Author: Robyn Eiken
Author: Sherita M. Wilson
Author: Johayna Barker Mullen
Author: Janka Goldan
Author: Leona E. O'Dear
Author: Robin A. Powers
Author: Christine Forlin
Author: Vanisa Brown
Author: Astha Bhargav