Teachers' Sttitudes Toward Inclusion in Relation to the Adequacy of External Classroom Support PDF Download

Author: Stacy Anne Shaver
Publisher:
ISBN:
Category :
Languages : en
Pages : 166

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Author: Norah Frederickson
Publisher: McGraw-Hill Education (UK)
ISBN: 033523951X
Category : Education
Languages : en
Pages : 666

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Book Description
Special Educational Needs, Inclusion and Diversity is the definitive handbook for student teachers, newly qualified teachers, trainee educational psychologists, SENCO's and SEN Specialist Teachers.

Author:
Publisher: BRILL
ISBN: 9004431179
Category : Education
Languages : en
Pages : 274

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Book Description
This volume brings together some thought provoking discussions on inclusive education within the current education climate. Is inclusive education worth pursuing or is the fervour for its implementation subsiding as the realities of its challenges are understood?

Author: Dr. Ramesh Kumar Parua
Publisher: Rudra Publications
ISBN: 9391333656
Category : Education
Languages : en
Pages : 239

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Book Description
This is a basic text on the education of children with special needs, covering fundamentals of special education, mainstreaming education, integrated education and inclusive education for various category of students with special needs. It also covers the genesis of inclusive education movement in our country, the right of disabled students. The main purpose of writing this book is to provide a strategies to develop inclusive schools in the country. This text book is designed and written as per the RCI and university syllabi of B.Ed., M.Ed. M.A. Education and Int. B.Ed.-M.Ed. diploma and certificate course on special education.

Author: Rebecca J. Kaisler
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 60

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Book Description

Author: Woon Chia Liu
Publisher: Routledge
ISBN: 135117326X
Category : Education
Languages : en
Pages : 173

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Book Description
Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.

Author: Rachel Janney
Publisher: Brookes Publishing Company
ISBN: 9781557667069
Category : Children with disabilities
Languages : en
Pages : 0

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Book Description
A model for adapting schoolwork for students with disabilities.

Author: Vanisa Brown
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 114

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Book Description

Author: Birgit Herz
Publisher: Waxmann Verlag
ISBN: 3830967683
Category : Social Science
Languages : en
Pages : 124

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Book Description
Teacher Education ranks on the top on the agenda in Germany as well as in Finland. In order to comply with the "right for inclusion" as stated by the EU's and UN's convention for the right of children this study focuses on the question: "How to promote inclusive education?" Finland and Germany have different policies towards inclusion. Within the German system of general education, heterogeneity is very often perceived not as a chance but as a disturbance. The Finnish teachers have learned to live with the heterogeneity in their classrooms and the dropout rate is lower than in Germany. It is evident that bilateral research cooperation can help finding better ways for the inclusion of all pupils. Particularly in the field of Learning Disabilities, Emotional and Behavioural Difficulties, but also as far as problems in reading and writing are concerned, this research study opens new perspectives on a multi-track support for all pupils.

Author: Amanada Pennington
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 60

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Book Description
The purpose of the study was to examine the attitudes of general educators toward movement of students with special needs into general education classrooms. This study was conducted using a descriptive quantitative approach with a survey design. The total number of participants was 73 with a total return rate of 53%. Teachers were surveyed on their (a) attitudes towards students with disabilities in inclusive settings, (b) beliefs about professional roles and responsibilities, and (c) beliefs about the efficacy of inclusion. Time spent with special education teachers tended to increase teacher beliefs that students with mild to moderate disabilities can be more effectively educated in regular classrooms as opposed to special education classrooms. The vast majority of teachers responded positively to their roles and responsibilities with students with disabilities. General education teachers showed a positive belief in the efficacy of inclusion, as 80% indicated that they believed inclusion was effective due to the social skills that can be learned. Almost 20% of participants did not believe that students with mild or moderate disabilities should be educated in the general education classroom to the fullest extent possible. It is recommended that administrators address the attitudes of general education teachers. This could be done through in-service training, mentoring and allotting time to collaborate with special education teachers. More research should be done to determine reasons why teacher attitudes are negative, so that schools may work to maintain positive attitudes and successful inclusion programs.