Author: Jennifer K. Schwartz
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
Book Description
Parent and Teacher Perceptions about Inclusion
Author: Jennifer K. Schwartz
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
Book Description
Parent and Teacher Perceptions on Inclusion
Author: Keri Baker Bowers
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 60
Book Description
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 60
Book Description
Perceptions of Teachers and Parents Towards Inclusive Education
Author: Dr. Gulipalli Satyanarayana
Publisher: Lulu Publication
ISBN: 1667178415
Category : Education
Languages : en
Pages : 278
Book Description
Publisher: Lulu Publication
ISBN: 1667178415
Category : Education
Languages : en
Pages : 278
Book Description
A Guide for ensuring inclusion and equity in education
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
Book Description
Publisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
Book Description
Teacher Perceptions about the Importance of Parental Involvement for Included Students with Learning Disabilities in New York Metropolitan Area Orthodox Yeshivas and Day Schools
Author: Goldie Eichorn Grossman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
Book Description
Attitudes Towards Inclusive Schooling
Author: Susanne Schwab
Publisher: Waxmann Verlag
ISBN: 3830988990
Category : Education
Languages : de
Pages : 134
Book Description
Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.
Publisher: Waxmann Verlag
ISBN: 3830988990
Category : Education
Languages : de
Pages : 134
Book Description
Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.
Parent and Teacher Perceptions of the Importance of Social-emotional Learning in the Schools
Author: Heather Mae Calkins
Publisher:
ISBN: 9781392383353
Category :
Languages : en
Pages : 84
Book Description
This thesis presents a research project that examined the differences between parent and teacher perceptions of social-emotional learning (SEL) in the schools. This project also examined how parents and teachers rank social-emotional goals with respect to academic goals for their children. Results indicate that teachers rate the importance of SEL more highly compared to parents; however, there was no difference in how parents and teachers ranked the items overall. Qualitative analyses revealed differences in the reasoning for parent and teacher support for SEL in the schools as well as concerns for the inclusion of SEL. Future research should further investigate these differences between parent and teacher perceptions of SEL, as this could influence how SEL is presented to stakeholders and how it is implemented.
Publisher:
ISBN: 9781392383353
Category :
Languages : en
Pages : 84
Book Description
This thesis presents a research project that examined the differences between parent and teacher perceptions of social-emotional learning (SEL) in the schools. This project also examined how parents and teachers rank social-emotional goals with respect to academic goals for their children. Results indicate that teachers rate the importance of SEL more highly compared to parents; however, there was no difference in how parents and teachers ranked the items overall. Qualitative analyses revealed differences in the reasoning for parent and teacher support for SEL in the schools as well as concerns for the inclusion of SEL. Future research should further investigate these differences between parent and teacher perceptions of SEL, as this could influence how SEL is presented to stakeholders and how it is implemented.
Understanding the Development of Inclusive Schools
Author: Mel Ainscow
Publisher: Routledge
ISBN: 1135711771
Category : Education
Languages : en
Pages : 256
Book Description
The current emphasis on individualised intervention programmes for students with special needs may not only be impractical, but also undesirable. This book compares and contrasts special needs approaches with school effectiveness strategies. The author sets out theories about inclusive schooling that arise out of a detailed scrutiny of practice. The link between theory and practice will be welcomed by many practitioners. With extensive examples from the field to illustrate Ainscow's ideas, this is an eminently accessible text.
Publisher: Routledge
ISBN: 1135711771
Category : Education
Languages : en
Pages : 256
Book Description
The current emphasis on individualised intervention programmes for students with special needs may not only be impractical, but also undesirable. This book compares and contrasts special needs approaches with school effectiveness strategies. The author sets out theories about inclusive schooling that arise out of a detailed scrutiny of practice. The link between theory and practice will be welcomed by many practitioners. With extensive examples from the field to illustrate Ainscow's ideas, this is an eminently accessible text.
An Examination of the Factors Influencing Parents" Perceptions of the Effectiveness of Inclusive Education
Parent Perceptions of Inclusion
Author: Elizabeth Ann Blythe
Publisher:
ISBN:
Category :
Languages : en
Pages : 42
Book Description
This research compares the perceptions that parents of children with and without disabilities have of inclusion as it relates to the developmental gains for all children as measured by Creative Curriculum within the inclusive setting. The 4 areas of development that Creative Curriculum uses to measure achievement are social, language, physical, and cognitive developmental gains. Participants included 23 parents of children with and without disabilities who attend a preschool center in a suburb of a large metropolitan area in North Carolina. The preschool program includes children who are diagnosed with disabilities and receive services under the Public Preschool Program (Part B, Section 619) of the Individuals with Disabilities Education Improvement Act (IDEA) as well as children who are typically developing and receive services through the Head Start program of North Carolina which serves families with limited incomes. A survey was distributed to participants and data results were analyzed to determine parent perceptions of children's developmental gains within the 4 areas of development as measured by Creative Curriculum. The data from these surveys indicated overall positive parent perceptions of the inclusive classroom as it related to their child's developmental gains from both parents of children with disabilities and children without disabilities.
Publisher:
ISBN:
Category :
Languages : en
Pages : 42
Book Description
This research compares the perceptions that parents of children with and without disabilities have of inclusion as it relates to the developmental gains for all children as measured by Creative Curriculum within the inclusive setting. The 4 areas of development that Creative Curriculum uses to measure achievement are social, language, physical, and cognitive developmental gains. Participants included 23 parents of children with and without disabilities who attend a preschool center in a suburb of a large metropolitan area in North Carolina. The preschool program includes children who are diagnosed with disabilities and receive services under the Public Preschool Program (Part B, Section 619) of the Individuals with Disabilities Education Improvement Act (IDEA) as well as children who are typically developing and receive services through the Head Start program of North Carolina which serves families with limited incomes. A survey was distributed to participants and data results were analyzed to determine parent perceptions of children's developmental gains within the 4 areas of development as measured by Creative Curriculum. The data from these surveys indicated overall positive parent perceptions of the inclusive classroom as it related to their child's developmental gains from both parents of children with disabilities and children without disabilities.