Elementary General Education Teachers' Perspectives Towards the Inclusion of Students with Emotional Disturbances PDF Download

Author: Leona E. O'Dear
Publisher:
ISBN: 9781369201864
Category : Classroom environment
Languages : en
Pages : 89

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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: Lauren Taylor Caputo
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 160

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Book Description
"It is well understood that students with [emotional and behavioral disorders] posess many unique and challenging characteristics that can greatly complicate their ability to be included within general education classrooms. It is also well understood that many of the individuals who work closely with this group of students generally hold negative attitudes towards including them within their classrooms. However, my goal is to better understand the specific components that contribute to an individual's overall attitude toward this group of students so that I can work collaboratively and proactively to foster a better understanding of these students as well as how to meet their individual needs. Therefore the purpose of my study is to examine the attitudes and perceptions towards the inclusion of students with EBD held by general education teachers and children without disabilities at my school. My research questions are as follows: 1. What are the attitudes and perceptions towards the inclusion of students with EBD among elementary general education teachers? 2. What are the attitudes and perceptions towards the inclusion of students with EBD among elementary students without disabilities?"--Leaf 19.

Author: Mary T. Brownell
Publisher: Guilford Press
ISBN: 1462504043
Category : Education
Languages : en
Pages : 242

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Book Description
This accessible book presents research-based strategies for supporting K-8 students with high-incidence disabilities to become accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling.

Author: Alyssa Galban
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
The research presented throughout this paper sought to explore how varying levels of inclusion in schools can positively or negatively impact the happiness, confidence, and sense of belonging in elementary aged students with intellectual disabilities. By analyzing literature and collecting qualitative and quantitative data from educators across Pennsylvania, this study ultimately answered the research question. Statistical trends demonstrated that, when compared to schools with low levels of inclusion, those with moderate to very high levels facilitate increased numbers of happiness, confidence, and sense of belonging in their students with intellectual disabilities. This corroborates the information found within literature, as many scholars asserted that inclusion can positively impact students on multiple domains. However, qualitative data and educator opinions suggest that though inclusion holds countless benefits, fully immersing students with intellectual disabilities in the general education classroom may not serve as the best fit for every individual. Due to the varying needs of each student, schools should work to differentiate their inclusion practices in order to meet the specific wants and needs of children in order for this framework to work most effectively. In order to maintain successful inclusion, districts must also aim to supply their educators--whether that be teachers, paraprofessionals, or other aides--with sufficient training, appropriate resources, and support.

Author: James McLeskey
Publisher: Prentice Hall
ISBN: 9780132658201
Category : Children with disabilities
Languages : en
Pages : 0

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Book Description
Balancing foundational information with a real world approach to inclusion, Inclusion: Effective Practices for All Students, 2e equips teachers to create effective inclusive classrooms. The most applied text in the market, this second edition sharpens its focus and its organization to more clearly outline best practices for inclusive classrooms. The book's three part structure opens with the foundational materials you'll need to truly understand inclusive classrooms, followed by brief categorical chapters to give you the information you need to meet the needs of all students. Finally, field tested and research based classroom strategies are laid out on perforated pages to make the transition from theory to practice seamless.

Author: Adrienne Yvonne Gordy
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 103

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Book Description
This study examined general education, special education, and education specialists’ perceptions of whether class climate is affected by the behaviors of students with identified disabilities in inclusion classrooms at the elementary school level. Perceptions of the overall social-emotional interactions of students with identified disabilities were analyzed. A mixed method approach was used to provide teachers who work directly with these students in inclusion settings an opportunity to share their perspective on the interactions of their students with identified disabilities. This mixed method research study was a sequential explanatory design. The majority of the study participants came from public elementary schools in the southeast Pennsylvania metropolitan area. The population for this study was elementary educators who met the following criteria: (1) participants had provided instruction for at least one student with identified disabilities within the confines of an inclusion placement; and (2) participants’ interaction with an inclusion class was not limited to the current school year. Also, the following exclusionary criteria was set – participants who had never taught in an inclusion placement were not included in the study. The participants included 66 education professionals with various certifications including elementary and early childhood education, special education; special subjects (Art, Music, Library, Guidance, ELL, reading specialists, and speech therapist) teachers.

Author: Brianna Vogel
Publisher:
ISBN:
Category :
Languages : en
Pages : 40

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Book Description
Research reveals that students with emotional disturbance or behavior-related disorders experience disproportionately high rates of academic exclusion and poor academic and social success. In addition, these students with emotional disturbance and behavior-related disorders experience more extreme disciplinary measures and lower rates of positive teacher interactions. Research findings have established that many of these reduced student outcomes can be linked to the high instructional and managerial demands that students with emotional disturbance and behavior-related disorder place upon the general education teacher. A comprehensive review of the literature acknowledged a need to: a) substantially increase general education teacher awareness of the factors that influence student behavior, b) to challenge teacher perceptions of student behavior, and c) to provide teachers with the resources and professional development necessary to systematically implement positive behavioral interventions within the general education classroom. While an abundance of strategies and interventions exist, creating a singular resource which organizes resources within a framework of tiered interventions has been created to facilitate the ability of general education teachers to adapt these interventions to use in their existing classroom routine while ensuring all students, including students with emotional disturbance and behavior-related disorders have access to evidenced based intervention that minimizes disruption for the student and the classroom as a whole.

Author: James Barr
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 199

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Book Description
This phenomenological study explored the shared experience of rural middle school general education teachers of students diagnosed with emotional and behavioral disorders (EBD) in inclusive classrooms. The study began by examining related issues associated with inclusive environments. Data analysis was structured around phenomenological organizational methods: that there exists within the phenomenon a descriptive experience, and within that experience there are voids of possible explanation and interpretation. The research incorporated observations, interviews, and documents as forms of data collection. This inquiry sought to uncover the ways in which general education teachers who serve students diagnosed with emotional and behavioral disabilities find meaning. It utilized essential themes that characterize the phenomenon through the use of rich and descriptive writing. Moreover, it employed systematic data analysis procedures and established guidelines for assembling the textual and structural descriptions. Data analysis was conducted through coding, peer review, triangulation, and enriched description. Finally, I provided suggestions for areas of future study framed around issues of educational practices.

Author: Jessica Masters
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 0

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Book Description
The purpose of this transcendental phenomenological study was to describe the lived experiences of elementary educators in a large suburban district who have engaged in the co-teaching model to support the reintegration of students with or at risk for emotional and behavioral disabilities from self-contained classrooms to the general education classroom. The theories that guided this research were the theory of planned behavior, developed and refined by Ajzen, and the attribution theory, developed by Weiner. Together, these theories support the connection between teacher factors, teacher perspectives, and predictable engagement in the behavior, such as supporting and facilitating inclusion for students with EBD. A sample of 10 participants, comprised of both general and special educators with the unique experience of supporting the inclusion of students previously served in self-contained behavior classrooms, through a reintegration process, from a large suburban school district, provided their perspectives and experiences through individual interviews, journaling, and participation in a focus group. Data were analyzed and coded by hand and underwent a process of phenomenological reduction, horizontalization, and clustering to identify themes and meanings that richly describe the experience of using the co-teaching model to include students with EBD. A triangulation of the data corroborated the identification of themes and subthemes. The results of this study revealed that teacher perspectives are evolving, they would like input on teaching practices, and they value the co-teaching model to support reintegration.

Author: Sharon R. Vaughn
Publisher: Pearson Higher Ed
ISBN: 0133087565
Category : Education
Languages : en
Pages : 558

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Book Description
NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText with MyEducationLab and the loose-leaf version In this widely popular book, pre- and in-service elementary and secondary school teachers get the tools and confidence they need to meet the educational, behavioral, and social needs of every student in today’s diverse classrooms. With its numerous learning activities and sample lessons–plus stories from teachers, students, and parents–it features a strong focus on applying practical, proven strategies for effective teaching and learning. Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom is the ideal guide for today’s busy classroom teachers who identify students with special needs as both their greatest challenges and often their greatest rewards. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText The Enhanced Pearson eText with MyEducationLab provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.