Effective Teaching for Successful Mainstreaming
Author: Barbara Larrivee
Publisher: Longman Publishing Group
Published: 1985
Total Pages: 184
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author: Barbara Larrivee
Publisher: Longman Publishing Group
Published: 1985
Total Pages: 184
ISBN-13:
DOWNLOAD EBOOKAuthor: Barbara Larrivee
Publisher:
Published: 1982
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor: Clayton Keller
Publisher: Routledge
Published: 2013-10-15
Total Pages: 246
ISBN-13: 1135639450
DOWNLOAD EBOOKThis work occupies a unique place amongst the array of books addressing the inclusion of students with disabilities in general education classrooms. In contrast to the more prescriptive books on the market, Images of Mainstreaming emphasizes the extensive use of case studies and the use of reflection on case studies to change teaching practices. Its goal is to help preservice and practicing teachers and administrators examine the challenging issue of inclusion from the perspective of other teachers.
Author: Joanna K. Weis
Publisher:
Published: 2010
Total Pages: 174
ISBN-13:
DOWNLOAD EBOOKAuthor: Cynthia L. Warger
Publisher: Phi Delta Kappa International Incorporated
Published: 1983-01-01
Total Pages: 35
ISBN-13: 9780873671873
DOWNLOAD EBOOKBecause the issues of time, numbers, curriculum, and evaluation seem to confound effective mainstreaming at the secondary school level, they are the primary areas teachers must reassess in their own classrooms. Suggestions are made in this monograph about ways in which regular classroom teachers may cope effectively with handicapped students. A description is given of the characteristics of handicapped students frequently mainstreamed at the secondary level, including the educable mentally retarded, emotionally disturbed, learning disabled, sensory handicapped, and physically disabled. The teachers' responsibilities in planning appropriate daily instruction and as members of the team that develops the Individualized Educational Plan are outlined. Ways in which curriculum may be adapted for mainstreamed students are also suggested. The problem of grading handicapped students is discussed with emphasis on ways in which evaluation criteria may be modified to fairly assess achievements. It is pointed out that cooperation between the regular classroom teacher and the special education teacher is vital to successful mainstreaming. (JD)
Author: W. Edward Craighead
Publisher: John Wiley & Sons
Published: 2004-04-19
Total Pages: 1128
ISBN-13: 9780471220367
DOWNLOAD EBOOKEdited by high caliber experts, and contributed to by quality researchers and practitioners in psychology and related fields. Includes over 500 topical entries Each entry features suggested readings and extensive cross-referencing Accessible to students and general readers Edited by two outstanding scholars and clinicians
Author: Jessica Calisagan
Publisher: GRIN Verlag
Published: 2024-07-02
Total Pages: 264
ISBN-13: 3389043616
DOWNLOAD EBOOKDoctoral Thesis / Dissertation from the year 2024 in the subject Pedagogy - Inclusion, , course: PhD in Education Leadership and Management, language: English, abstract: Mainstreaming Learners with Special Educational Needs (LSENS) advocates for equal access to quality education for all, regardless of ability, status, race, or capacity. This study addressed the success and drawbacks of mainstreaming deaf learners in the regular TVL-ICT class. The research design was a case study approach with a thematic analytic component. The research utilized unstructured questionnaire during interviews and focus group discussions with the participants. It focused on deaf learners integrated in the Senior High School Program at Manila High School located inside Intramuros, Manila. Anchored on DepEd Order No. 72 s. 2009, mainstreaming LSENS in the SHS program includes Child Find, Assessment, Program Option, Curriculum Modification, and Parental Involvement. It emphasizes coordination, collaboration, assessment strategies, flexibility, parental involvement, and effective teaching strategies in inclusive classrooms. The mainstreaming of LSENS was successful due to institutionalization, cooperation between educators and parents, regular observation, peer acceptance, and various teaching techniques, as well as harmonious relationships and teacher sacrifices. However, the study revealed challenges including insufficient teacher training, poor communication, inadequate relationships with other schools, and low self-confidence, absenteeism, and scarce resources.
Author: June B. Jordan
Publisher:
Published: 1976
Total Pages: 156
ISBN-13:
DOWNLOAD EBOOKAuthor: Wendy H. Weber Fuchs
Publisher:
Published: 2008
Total Pages: 176
ISBN-13:
DOWNLOAD EBOOKThis qualitative study examined general education teachers' beliefs and attitudes about current mainstreaming practices. Data were collected using three methods: focus groups, individual interviews, and classroom observations. The following research questions were the basis for the interviews and observations: (1) What are teachers' beliefs and attitudes toward mainstreaming? (2) To what extent are these beliefs and attitudes congruent with their practices? and (3) To what extent are teachers' practices consistent with recommended practices for effective teaching? Data from the focus groups, individual interviews, and classroom observations were compared for consistency in the teachers' reported beliefs and attitudes. The researcher made contact three times with each of the five participants. Each teacher participated in one focus group discussion, one individual interview, and one classroom observation. As the interviewer and observer, the researcher used constant comparison analysis to ensure that the themes in this naturalistic study emerged from the data. Major themes that emerged are as follows: (1) The teachers generally agreed that teaching responsibilities and administrators' expectations of regular education teachers were unreasonable. The teachers had little formal education or training with regard to mainstreaming practices. (2) The teachers felt there was a lack of support from school administrators in the areas of inservice education and training, class size, collaboration and planning time, and shared duties with the special education staff. (3) The teachers' sense of efficacy in the classroom influenced their beliefs and attitudes about mainstreaming. They felt they were effective teachers but felt they weren't successfully educating mainstreamed students. (4) The teachers' beliefs and attitudes were generally congruent with their instructional practices. This congruency illuminated the influence of the teachers' beliefs regarding their classroom behavior. (5) Although the five participants used classroom strategies associated with "best practices," some of these teachers did not interact with the mainstreamed students in their classrooms.