Author: Cynthia W. JacksonPublisher:
ISBN:
Category : Public opinion
Languages : en
Pages : 190
Book Description
Preservice General Education Teachers' Attitudes Toward Individuals with Disabilities
Author: Cynthia W. JacksonPublisher:
ISBN:
Category : Public opinion
Languages : en
Pages : 190
Book Description
Preservice Teachers' Attitudes and Beliefs Toward Persons with Disabilities and Inclusion of Children with Disabilities Into General Education Classrooms
Author: Hyun-joo JeonPublisher:
ISBN:
Category :
Languages : en
Pages : 132
Book Description
Teachers' attitudes and beliefs have been a focus in the study of successful teaching practices in schools. Today, many children with disabilities are included in general education classroom settings. Teachers' attitudes and beliefs toward inclusion and children with disabilities play a central role in successful inclusion. This research examined preservice teachers' attitudes and beliefs toward persons with disabilities and inclusion of children with disabilities into general education classrooms, as well as factors associated with these attitudes and beliefs. Major findings of this study were that: 1) preservice teachers' attitudes and beliefs toward persons with disabilities were predicted by their personal relationships with persons who have disabilities and number of special education courses taken, 2) preservice teachers' attitudes and beliefs toward inclusion were predicted by their number of special education courses taken, personal relationships with persons who have disabilities, and educational level, and 3) preservice teachers' attitudes and beliefs toward inclusion were strongly correlated with preservice teachers' attitudes and beliefs toward persons with disabilities. This study suggests the need to provide more qualitative, practical experience and course content related to children with disabilities and their inclusion in teacher education programs and future studies to investigate the relationships between other variables (e.g., preservice program organization) and preservice teachers' attitudes and beliefs toward inclusion and persons with disabilities.
Extrait des registres du conseil privé du roi. (Arrêt du 16 juin 1670, nommant M. Molé rapporteur des contestations pendantes au conseil sur le fait des postes.).
Author: Teacher Development And Educational Change
Author: Michael FullanPublisher: Routledge
ISBN: 1317973488
Category : Education
Languages : en
Pages : 268
Book Description
This work traces the link between teacher development and educational change. Each chapter expands on some aspect of teacher development and points to directions for reform and the improvement of practice. They draw upon work carried out in Canada, England and the United States.
Attitudes Towards Inclusive Schooling
Author: Susanne SchwabPublisher: 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.
General Education Teachers' Attitudes Toward the Inclusion of Students with Disabilities
Author: Erika L. BradleyInclusion, Disability and Culture
Author: Elsayed Elshabrawy Ahmad HassaneinPublisher: Springer
ISBN: 9462099235
Category : Education
Languages : en
Pages : 212
Book Description
This book examines some theoretical and empirical aspects about complexities of inclusion, disability and culture. It challenges the globalized technical and reductionist approach of inclusion and argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion are concepts which do not define a global agenda, in the sense that one size fits all. Rather they should be seen as being completely context dependent and that they should be deconstructed with respect to specific cultural contexts, with respects to society, ethics, religion and history. The main argument of the book is that many cultural backgrounds, including Egyptians, have their own long-standing beliefs and practices which do not define or address disability in the same way as western culture. Such cultural differences in understanding disability may lead to different understandings, conceptualizations and practices of inclusion. The book articulates disability and inclusion within a socio-ethical-religious discourse based on the Islamic underpinnings of equality and differences. This discourse enhances and supports the calls for considering inclusion and disability within a cultural model that takes into account the common values about disability in any given context which consequently will affect the way educational provision is provided in that context. Finally, the book challenges the “psychological” concept of “attitude” that has been represented in the literature simply as a matter of acceptance or rejection. Inclusion, Disability and Culture shows that “attitude” is a complex and context-dependent issue that can’t be understood in isolation from the wider context within which such responses were created. Specifically, the role of the social views about disability, religious values, school cultures, educational system and structural and organizational constraints can’t be underestimated in understanding teachers’ attitudes towards a complex issue like inclusion.
Teacher Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom
Author: Robyn EikenPublisher:
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.
Practice tests for Friend and Bursuck "Including students with special needs"
Author: L. M. MehligPublisher:
ISBN: 9780205305704
Category : Children with disabilities
Languages : en
Pages : 80
Book Description
Teachers' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom in a Rural School District
Author: Robin M. PeltPublisher:
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.