Perceptions of Elementary General Education Teachers on Inclusive Practices
Perceptions of Elementary General Education Teachers on Inclusive Practices

Author: Stefani L. Doyle

Publisher:

Published: 2021

Total Pages: 131

ISBN-13:

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The purpose of this qualitative study was to investigate elementary general education teachers' perceptions of inclusive practices in two suburban school districts in Southeastern Pennsylvania. The researcher analyzed responses from 36 elementary general education teachers in two suburban school districts. The participants completed a researcher designed survey constructed of both Likert-style statements and open ended responses. Individual interviews with five participants provided insight into interviewees' perspectives on inclusive practices. Findings affirmed that general education teachers perceived themselves as responsible for the instruction of special education students when included in classrooms, as well as implementing accommodations and modifications of instructional content and the SDI in each student's IEP.Data demonstrated that special education teachers are responsible for the IEP development, however, there was data to suggest that general education teachers want more involvement in developing the IEP. Fidings identified that participants perceived a need for professional development, shared planning time, collaborative partnerships, additional staffing, and administrative support in order to successfully implement inclusion. Data supported that teachers are confident when instructing students with needs related to a specific learning disability, an intellectual disability, or high functioning autism. However, teachers did not perceive themselves as confident when instructing students with special education needs related to attention, focus, or behavior issues. The findings could potentially aid school administrators in identifying professional development initiatives and additional support structures to further enhance collaborative partnerships to best scaffold teams when including special education students in the general education classroom.

Beginning Elementary Education Teachers' Perceptions Concerning Teaching in Inclusive Classrooms
Beginning Elementary Education Teachers' Perceptions Concerning Teaching in Inclusive Classrooms

Author: Marva Satterfield Miller

Publisher:

Published: 2015

Total Pages: 161

ISBN-13:

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"Schools and teachers are increasingly faced with meeting the needs of a diverse student population that can be successful with the general curriculum and prepared for the 21st century. As such, teacher educators assist in meeting this challenge by continuous improvement to teacher education programs preparing teachers to meet the educational needs of all students. The purpose of this study was to examine perceptions, attitudes, and beliefs of beginning elementary education teachers concerning teaching students with disabilities in general education classrooms. A mixed method study was conducted using a three part survey that solicited participant information related to personal demographics, 32 Likert-type scale questions with a certain level of agreement to attitudes, beliefs, preparation, and knowledge of inclusion. In addition, open-ended questions allowed participants to include more in-depth responses to thoughts about their overall experiences, beliefs, and support. The participants were graduates of a southeastern regional university teacher preparation program in elementary education. Demographics of participants indicated that the majority were Caucasian females, worked in general education classes, and were not required to take any special education coursework in their teacher education program. The findings suggested that although a high percentage of beginning elementary education teachers' believe in teaching and including students with disabilities in general education classrooms, many lack the necessary knowledge and skills needed to successfully engage students with disabilities in their classrooms. Findings of this study continue to emphasize the need for beginning general education teachers to receive not only more in-depth preparation at the preservice level, which supports successful transition from preparation to practice, but also increased opportunities for professional development and in-service training on meeting the needs of students with with disabilities. This study may provide a platform supporting positive attitudes towards professional teacher preparation and experiences in teaching students with disabilities in general education classrooms. By helping bridge the gap between preparation and the implementation of effective instructional practices to meet the needs of diverse learners, beginning teachers can be supported by pedagogy and evidence based educational practices learned through teacher education programs."--Abstract from author supplied metadata.

What Every Special Educator Must Know
What Every Special Educator Must Know

Author: Council for Exceptional Children

Publisher: Council For Exceptional Children

Published: 2015-12-15

Total Pages: 160

ISBN-13: 0865865043

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CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth.

General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom
General Education Teachers' Perceptions of Inclusion of Students with Disabilities in the Regular Classroom

Author: Sharon Ruth Stidham-Smith

Publisher:

Published: 2013

Total Pages: 426

ISBN-13:

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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.

An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes
An Examination of the Perceptions of Elementary School Principals, General Education Teachers, and Special Education Teachers about Supportive Inclusion Practices and Processes

Author: Ahmed Afia Laroussi

Publisher:

Published: 2016

Total Pages:

ISBN-13:

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Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students' academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal's Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools' goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.

Full Inclusion
Full Inclusion

Author: Shanda M. Carrasco

Publisher:

Published: 2023

Total Pages: 0

ISBN-13:

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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.

Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities
Perceptions of Inclusion on Academic Skills of Elementary Students with Disabilities

Author: Lisa R. Conrad

Publisher:

Published: 2015

Total Pages: 128

ISBN-13:

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This qualitative study examined the perceptions of regular education teachers, special education teachers, and administrators regarding the impact of inclusionary practices on the academic skills of elementary students with disabilities from four school districts in south central Pennsylvania. Information gained from this study yielded perceptions of teachers and administrators about including students with disabilities for reading and math in the general education classroom. The participants included regular education teachers, special education teachers, and administrators who included elementary principals and central office administrators from four school districts in two counties. Using an on-line survey, open-ended questions, and interviews, this study was guided by three research questions related to the perceptions of including students with disabilities in the general education setting for academic skills. The results showed that regular education teachers, special education teachers, and administrators had varied perceptions of students being successful academically in an inclusion setting. Four themes evolved from the study: the need for (a) a common vision and support system, (b) an increase of inclusion practices in the general education setting for students with disabilities in order to improve academic skills, (c) curriculum modifications, and (d) staff training.

General Education Elementary Teachers' Perceptions of Developing "interventionist" Beliefs and Practices
General Education Elementary Teachers' Perceptions of Developing

Author: Michelle Nicole Pompeo

Publisher:

Published: 2011

Total Pages: 370

ISBN-13:

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This thesis investigates how Interventionist, general education (GEN) teachers, (or core teachers, as opposed to special educators) in the elementary stream, in Ontario, have learned inclusive beliefs and practices that have been considered effective for teaching and including children with exceptionalities in their classrooms. 10 GEN elementary teachers, consisting of 3 men and 7 women, from 2 local school boards, were interviewed to determine if they were Interventionist (Stanovich & Jordan, 1998). From this sample, 6 GEN teachers; 2 men and 4 women, were found to be Interventionist. Classroom observations and follow-up interviews were used to gain insight into the development of their beliefs and teaching practices. Effective teacher perceptions in the form of qualitative data were coded, themed, and analyzed based on the constant comparative method (Miles & Huberman, 1994), which gave rise to single case, and cross case analyses. Teachers' perceptions are organized in results according to a framework based on 3 main questions: (a) what are teachers' current practices for inclusion?; (b) how did teachers develop inclusive practices?; and (c) how did the Community of Practice (e.g. teachers, principals) influence and support teachers' inclusive practices? Discussion centers on teachers' perceptions of the development of their positive beliefs and practices, ongoing professional development, and the importance of the community of practice.