Author: Sharon SegerhammarPublisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 232
Book Description
Perception of General Education Teachers Regarding the Inclusion of Students with Disabilities Within the General Education Classroom
Author: Sharon SegerhammarPublisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 232
Book Description
General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom
Author: Sharon Ruth Stidham-SmithPublisher:
ISBN:
Category :
Languages : en
Pages : 426
Book Description
General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom Sharon Ruth Stidham-Smith, Ph.D. The University of Texas at Austin, 2013 Supervisor: James L. Schaller This exploratory descriptive study was conducted to examine the perceptions of general public school teachers regarding inclusion of students with disabilities in their classroom. Instruments used to measure the concepts studied include an Inclusion Inventory followed by additional open-ended questions. A sample of general education public school teachers, who have had a child with a disability in their classroom, was recruited from a Texas regional school district. The research questions asked about the teachers' educational teams, their grade level assignment, and the number of years taught; followed by open ended questions that included the participants' definition of inclusion, their experiences and challenges, training in inclusion, and the concept of the general education teacher having sole responsibility for all the students in the class. Inclusion teams were found to be an important aspect of this study. The participants reported the success (or lack of success) of their inclusive classroom often depended on their inclusion team. In particular, special education coordination with vii administration support in finding solutions for unacceptable classroom behavior, time management, and class size. Many respondents felt further preservice and inservice training on how this support can be accomplished that includes administration as well as general and special education teachers was one avenue that could help realize an inclusive classroom that was beneficial to all. What exactly would be emphasized in this inclusion training was not stated. The inclusive practices and strategies discussed in this study require further research in order to determine what could be called a 'best practice' in the inclusive classroom.
General Education Teachers' Perceptions Regarding Inclusion
Author: Kelly Lynn WhitakerPublisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 149
Book Description
The purpose of this study was to determine if there was a difference in middle school general education teachers' perception of the inclusion of students with disabilities in general education classes. A survey was sent to general education teachers at 14 middle schools in the Northeast Georgia Pioneer Regional Education Services Agency (RESA). The answers to the survey were compiled and analyzed for the differences in teacher perceptions of inclusion. The two groups were comprised of general education teachers who have taught in inclusive middle school settings and general education teachers who have taught only in traditional middle school settings. The general question addressed in this study was: Are there statistically significant differences in the perceptions of general education teachers that teach in inclusive middle school settings and general education teachers that teach only in traditional middle school settings towards the inclusion of students with disabilities? The researcher used a t-test to determine the statistical significance between the two groups.
Comparing the Perceptions of Inclusion Between General Education and Special Education Teachers
Author: Debra BrusterPublisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 110
Book Description
This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of inclusive education between teachers with different teaching assignments. Special education teachers were clearly more positive than general education teachers about the inclusion of students with disabilities, the influence of students with disabilities on the general education classroom and its students, and the management of behavior in the inclusive classroom. There was no difference in teacher self-efficacy between the two groups. The study involved teachers at six rural high schools located in Northeast Georgia. The Opinions Relative to the Integration of Students with Disabilities developed by Antonak and Larrivee (1995) was used to measure the perceptions of the participants. The results were analyzed with t-tests to identify differences in perceptions of the two groups.
The Effects of Training on Teachers' Perceptions of Inclusion of Students with Intellectual Disabilities
Author: Kerin M. VernierPublisher:
ISBN:
Category :
Languages : en
Pages : 24
Book Description
In today's society, many general education and special education teachers struggle with the concept of inclusion of students with intellectual disabilities (ID) in the general education classroom setting and perceive that inclusion of ID students impedes the learning of others. The purpose of this project was to establish if a 60-min training session on the benefits of inclusion would alter teachers' perceptions of inclusion of children with ID in the general education setting as measured by a pre- and post-training rating scale. Forty-eight general education and special education school teachers participated. Of the 48 participants, 47 had special education experience and 33 had students with ID in their classroom this calendar school year. I developed and delivered a 60-min training module describing benefits of inclusion for students and ways that teachers can actively involve students with ID in general education classrooms. Differences in pre- and post-test scores determined whether participants altered their perception of inclusion. The results from the data I collected on the pre- and post-tests showed that inclusion training did alter teacher's perceptions of inclusion. On average, 51.36% of the general educators' ratings of statements changed from pre-test to post-test, and 42.88% of the special educator's ratings of statements changed from the pre-test to the post-test. Of the 22 general education participants, 93% of the changed ratings to the statements from pre-test to post-test were favorable to inclusion, while 7% were unfavorable to inclusion. Of the 26 special education participants, 91% of the changed ratings to the statements from pre-test to post-test were favorable to inclusion, and 9% were unfavorable to inclusion. Implications of my findings show that a 60-min inclusion training for educators is effective and can alter teacher's previous perceptions of the benefits of inclusion for all students.
Full Inclusion
Author: Shanda M. CarrascoPublisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 0
Book Description
The Individuals with Disability Education Act (IDEA) states that students with special needs should be educated to the maximum extent possible in the general education setting. Full inclusion practices allow students with special needs to be educated in the general education setting while receiving services for their unique needs. This study aimed to determine if general education teachers held negative perceptions toward full-inclusion practices and students with special needs. Furthermore, the study aimed to discover if there was a correlation between general education teachers' negative perceptions and the implementation of full inclusion practices. Through a Likert scale survey, current K-12 general education teachers across the United States rated 10 perception statements regarding their feelings towards full inclusion and students with special needs. The data indicated that the overall average score for respondents was in the neutral to slightly positive range. For perception statements regarding special needs students specifically, the average overall score fell more in the positive range; however, the average overall scores were negative when viewing perception statements regarding full inclusion practices. General education teachers who teach full inclusion were found to have the most positive perceptions toward full inclusion practices and students with special needs. General education teachers with full inclusion practices on their campuses had the next highest rate of positive perceptions. In contrast, general education teachers who did not work on inclusion campuses or in inclusive classrooms held the most negative perceptions. The data implies that the more exposure teachers have to full inclusion practices and students with special needs, the more positive their perceptions. It can also be assumed that full inclusion practices cannot be successfully implemented while general education teachers hold negative perceptions towards full inclusion and students with special needs.
De la constance requise aux afflictions des miseres de ce temps
Author: Rolin ThierryPerceptions of Educating Students with Behavioral Challenges in a General Education Classroom
Author: Suzanne LernerPublisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 0
Book Description
Free Appropriate Public education is a federal mandate that ensures that students with disabilities receive an education that is appropriate to their needs. This education should take place in the least restrictive environment which can include a general education classroom. There has been an increasing trend of students with disabilities receiving at least 80% of their education in the general education classroom. This trend includes those who exhibit challenging behaviors. Research shows that while students who exhibit challenging behaviors make up a 6% of students diagnosed with a disability, this population makes up half the discipline referrals that are made, (Scott, et al., 2007). With the increasing trend for inclusion and federal legislation for students with disabilities there has been limited new legislations created to protect general education students in the classroom. There has also been limited research done on the impact of inclusion on students in the general education classroom. This qualitative study looks to identify perceptions that are held by administration, teachers, and parents of students about educating students with challenging behaviors in a general education classroom and if this has an impact on the general education student’s education. Due to the emotional nature of inclusion this study used one on one interviews to identify perceptions that were held. Results indicate positive responses for students to be included in the general education classroom as long as the behaviors are controlled or happening infrequently so that it does not interrupt the lessons. Peer modeling was provided as a benefit for educating the students in the same classroom, as the students can model school appropriate behavior from their peers. Interruption of classroom lessons was a negative impact on inclusion that was expressed by participants. Additionally, this study identified supports that would be beneficial for teachers in an inclusion classroom. These supports included having additional supports in the classroom such as a teacher assistant to help assist the students or teacher to prevent behaviors from escalating.
Classroom Dynamics
Author: Tiffany Chantelle WisemanPublisher:
ISBN:
Category :
Languages : en
Pages : 69
Book Description
(Purpose) The purpose of this study was to examine the perception of children in the general education classroom of their classmates with developmental and other disabilities. Gender and grade level were evaluated, but more importantly, levels of integration and relationships with people with disabilities were analyzed. (Methodology) Two hundred and fifty one students were administered a short questionnaire. The questionnaire (23 multiple choice, 1 fill in the blank and 1 short essay) was used to determine if a child's perception of children with disability(s) is impacted by: Gender, Grade Level, Level of Integration, and Relationships. (Results) Results indicated no notable relationship between the percent of positively answered questions and grade level. To be noted, however, were the relationships found amongst Level of Integration, Relationships, and Gender. The mean percentage of positively answered questions of the above categories fell within a 2.11% range. However, notable differences were found among the subcategories below: Level of Integration, Relationships and Gender (Level of Integration: x2 (8, n = 3689) = 59.8930, P less than 0.05; Relationships: x2 (14, n = 3596) = 42.2127, P less than 0.05; Gender: x2 (2, n = 3947) = 45.9045, P less than 0.05). No notable relationship was found within the Grade Level category (x2 (4, n = 3765) = 4.1038, P = NS). (Conclusions) The results of the study indicated that a student's perception of people with disabilities is substantially influenced by their gender, relationships with people with disabilities and the level of integration of people with disabilities in their classroom. (Recommendations) Further research should be completed in the area of inclusion of students with disabilities in the general education classroom to further investigate: the effects of integration on the perceptions held by students of people with disabilities; how and why gender can and/or does influence the perception of people with disabilities; the impact of grade level/age on students' perception of people with disabilities; if perceptions of people with disabilities within each gender changes with age; and if a teacher's perceptions of people with disabilities and integration into the general education classroom influences students' perceptions of people with disabilities. Nine appendixes are included: (1) Review of Literature; (2) Student Survey; (3) Teacher Instruction; (4) Student Instruction; (5) Letter to Parents/Consent Form; (6) Letter to Teachers; (7) Institutional Review Board Approval Letter to Test Subjects; (8) Chi Square Test of Independence Tables; and (9) Generic Presentation of Responses to Survey Question by Category. (Contains 8 tables and 3 footnotes.).
Author: Jeanne R. Bruce