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Articles 1 - 30 of 43
Full-Text Articles in Education
School Administrator Preparation In Special Education: A Cross-Case Analysis, Emily Ruiz
School Administrator Preparation In Special Education: A Cross-Case Analysis, Emily Ruiz
Dissertations
Special education has been part of public education for 46 years and has evolved considerably in that time. Despite improvements made in special education law, there remains a disconnect between law and current practices. Several studies suggest this disconnect is associated with administrators’ insufficient preparation for supporting special education in their schools.
This study utilized an explanatory sequential design to study Southern California school principals’ special education preparation. During the first phase of the study, the researcher emailed surveys to administrators who were selected using a stratified random sampling strategy. Unfortunately, the response rate was too low to employ the …
Will They Be Welcomed In? The Impact Of K-12 Teachers’ And Principals’ Perceptions Of Inclusion Of Students With Disabilities, Emily Smith Edd, Karen H. Larwin Phd
Will They Be Welcomed In? The Impact Of K-12 Teachers’ And Principals’ Perceptions Of Inclusion Of Students With Disabilities, Emily Smith Edd, Karen H. Larwin Phd
Journal of Organizational & Educational Leadership
The purpose of this study is to investigate the perceptions K-12 principals and teachers have of inclusive education in a school district in western Pennsylvania school district. The dependent variables are the teachers’ and principals’ perceptions of inclusion and the independent variables are years of educational experience, extent of special education background, and level of support by district administrators. Instrumentation for this study is the Multidimensional Attitudes toward Inclusive Education Scale (MATIES) survey. Data were analyzed for correlational relationships using the Statistical Package for the Social Sciences (SPSS). Findings suggest an average to high level of support by administration in …
Educators’ Perspectives Regarding The Inclusion Of Students With Mild To Moderate Disabilities Into The General Education Classroom, Rebecca Lynn Parres
Educators’ Perspectives Regarding The Inclusion Of Students With Mild To Moderate Disabilities Into The General Education Classroom, Rebecca Lynn Parres
Electronic Theses, Projects, and Dissertations
ABSTRACT
This quantitative study examined the perspectives of educators related to the inclusion of students with mild to moderate disabilities in general education classrooms. General education teachers, special education providers (e.g. education specialists, speech pathologists, occupational and physical therapists, and school psychologists, etc.), and administrators were surveyed to obtain their perspectives regarding the inclusion of students with mild to moderate disabilities; into the general education classroom. The Inclusive School Program Survey (McLewesky, et al., 2012) was used with permission from James McLeskey who conducted similar research in 2001. The five-point Likert scale survey was utilized to obtain data from the …
Perceptions Of Special Education Supports By School Administrators, Eric P. Oxford
Perceptions Of Special Education Supports By School Administrators, Eric P. Oxford
Electronic Theses and Dissertations
This research study analyzed the perceptions of special education supports by school administrators. Specifically, this research discussed comparative findings of perceptions of special education supports between building principals and building-based special education team chairpersons in one Massachusetts public school district. The findings are grounded in the district’s inclusive philosophy and its capability to ensure that all students are provided educational opportunities in the least restrictive educational environment. The problem studied was that many students with disabilities who are unable to find academic success within an inclusive academic environment are typically transitioned into a more restrictive—or substantially separate—alternative education setting. It …
Creating An Inclusive Climate For Students On The Autism Spectrum, Stephanie Holmes
Creating An Inclusive Climate For Students On The Autism Spectrum, Stephanie Holmes
School of Educational Leadership
The problem that drove this study was the increasing number of students with autism entering the school system, and the barriers often encountered for both academic and social inclusion for students on the autism spectrum. Autism Spectrum Disorder, as defined by diagnostic criteria, includes deficits in social-relational communication; social-communication deficits can lead to educational impacts and limit opportunities upon transitioning from the public-school system. The purpose of this study was to examine the barriers to inclusion, which often includes the Individualized Education Plan (IEP) eligibility process itself, from the perspectives of key stakeholders to include Local Education Agency (LEA) representatives, …
The Gifted Transition: A Phenomenological Case Study Examination Of Preparation Strategies Utilized By General Education Inclusion Teachers, Jawan Brown Alexander
The Gifted Transition: A Phenomenological Case Study Examination Of Preparation Strategies Utilized By General Education Inclusion Teachers, Jawan Brown Alexander
Electronic Thesis and Dissertation
If the United States is going to remain globally relevant and competitive with other nations, educational leaders should consider investing in their brightest students. According to the National Association for Gifted Students (2018), education officials are not investing in gifted education at the same rate or to the same extent that they are financing other areas of special education. Public education policy provides special needs learners with required instructional support and accommodation through mandatory supplemental funding; however, gifted students on the other end of the special education spectrum, also requiring and benefiting from intervention and accommodation, do not receive the …
A Qualitative Study On Teachers' Perceptions Of Co-Teaching In Inclusion Classrooms, Cheryl M. Banks
A Qualitative Study On Teachers' Perceptions Of Co-Teaching In Inclusion Classrooms, Cheryl M. Banks
Seton Hall University Dissertations and Theses (ETDs)
The purpose of this research study was to examine teachers’ perceptions toward co- teaching in inclusion classrooms and provide valuable information on relevant content, activities and assignments that focus on collaboration between school professionals. A second purpose of this study was to add knowledge to the existing literature describing factors for developing effective co-teaching programs in schools that serve large populations of students with disabilities in urban schools. This included examining their perspectives about the co-teaching model, their relationships formed with their co-teacher, and the support given by administration. The study was a descriptive study that used qualitative research methods …
Attitudes And Effectiveness Of Teachers In Diverse Inclusive Classrooms, Pamela Moore-Mckinley
Attitudes And Effectiveness Of Teachers In Diverse Inclusive Classrooms, Pamela Moore-Mckinley
Walden Dissertations and Doctoral Studies
Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical …
Teachers' Perceptions And Attitudes Towards Inclusive Education In Sierra Leone, Christian Sesay
Teachers' Perceptions And Attitudes Towards Inclusive Education In Sierra Leone, Christian Sesay
Walden Dissertations and Doctoral Studies
The Salamanca Accord advocating the implementation of inclusive education for learners with special needs was signed in 1994, as well as the Convention of the Right of Person's with Disabilities in 2006. Yet, Sierra Leone faces challenges to implement fully inclusive education in schools. The purpose of this mixed-method study was to examine teachers' attitudes towards inclusion in mainstream classrooms. The conceptual framework for this study was premised on Azden's theory of planned-behavior, which maintains that attitude and behaviors are products of experiences acquired. Using a Spearman rho correlations and descriptive statistics to analyze the data, gender, age, educational background, …
What Makes That Autistic Student Tick? Strategies For Classroom Behaviors, Amanda Puleo
What Makes That Autistic Student Tick? Strategies For Classroom Behaviors, Amanda Puleo
Capstone Projects and Master's Theses
Inclusion of autistic students in mainstream classrooms may make it difficult for teachers to identify and proactively address disruptive behaviors. That is, mainstream teachers may not know how to respond to these specific behaviors and their standard classroom management techniques may not work with autistic students. It will take commitment and hard work to identify strategies to regulate the disruptive behaviors of students with autism. To address this issue, the perspectives of directors and teachers who specialize in autism, as well as mainstream public or private school teachers were obtained through interviews. Three options for action emerged from an analysis …
Inclusion Teachers' Attitudes And Practices Regarding Literacy Strategies, Lisa Christine Putt
Inclusion Teachers' Attitudes And Practices Regarding Literacy Strategies, Lisa Christine Putt
Walden Dissertations and Doctoral Studies
Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was to explore 7th and 8th grade content area inclusion teachers' attitudes toward and perceptions of …
Special Education Teachers' Voices On Co-Planning In A Suburban School District, Corinne Jeffers
Special Education Teachers' Voices On Co-Planning In A Suburban School District, Corinne Jeffers
Walden Dissertations and Doctoral Studies
Limited co-planning between special education and general education co-teaching partners has been documented in professional literature as a significant problem. Special education teachers do not adequately co-plan for the implementation of accommodations for students with disabilities educated in the general education classroom. The purpose of this study was to collect and analyze the perceptions of special education teachers in one suburban elementary school district in the United States regarding co-planning with regular education teachers. The theory of self-efficacy was utilized as the conceptual framework to understand how teachers' beliefs and experiences influenced planning and goal setting for special education students. …
Teachers' Attitudes Toward Inclusive Classrooms, Brenda Lyons Greene
Teachers' Attitudes Toward Inclusive Classrooms, Brenda Lyons Greene
Walden Dissertations and Doctoral Studies
Abstract
Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Teachers' Attitudes toward Inclusive Classrooms survey instrument and a demographic survey, which were analyzed through …
Inclusion In Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, And Concerns, Jillian Samms
Inclusion In Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, And Concerns, Jillian Samms
Walden Dissertations and Doctoral Studies
Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura's social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived school climate, pedagogical beliefs, extent of inclusion training, attitudes to inclusion, and teachers' ratings of self-efficacy for inclusive …
Effective Educational Practices Regarding General Education Teachers And Inclusion Of Students With Autism, Chanda Rhodes Coblentz
Effective Educational Practices Regarding General Education Teachers And Inclusion Of Students With Autism, Chanda Rhodes Coblentz
Walden Dissertations and Doctoral Studies
Owing to the influx of students with autism to the general education classroom, the role of the educator has drastically changed. Limited training and negative perceptions among teachers of students with autism are concerning. A qualitative case study, based on Bandura's theory of self-efficacy as a conceptual framework, was used to gather information based on the preservice training and personal classroom experiences from 7 general education teachers who were purposefully selected based on their licensure in the state of Ohio and experience in teaching students with autism. Research questions for this study examined the types of training teachers received, perceptions …
Elementary General Education Teachers' Perspectives Towards The Inclusion Of Students With Emotional Disturbances, Leona E. O'Dear
Elementary General Education Teachers' Perspectives Towards The Inclusion Of Students With Emotional Disturbances, Leona E. O'Dear
Theses and Dissertations
Inclusion of students with emotional disturbances (ED) is encouraged nationally through litigation and legislation. Despite this fact, 38.1% of the students with ED spend less than 40% of their day in a regular education classroom due to several barriers. Research has demonstrated that one of the barriers to inclusion exists in general education teachers’ attitudes towards the inclusion of students with disabilities. The purpose of this research study was to use a qualitative design to study the perspectives of general education teachers at the elementary level in an urban Illinois school district towards the phenomenon of the inclusion of students …
Teachers Perceptions Of Barriers To Universal Design For Learning, Mary Elizabeth Jordan Anstead
Teachers Perceptions Of Barriers To Universal Design For Learning, Mary Elizabeth Jordan Anstead
Walden Dissertations and Doctoral Studies
Universal Design for Learning (UDL) has been identified as a contemporary instructional model for promoting inclusion and equitable opportunities for diverse and struggling learners. However, research regarding teachers' perceptions of UDL and its effective implementation is limited, making planning, implementing, and providing professional development difficult for administrators. Guided by the constructivist views of Vygotsky and Piaget, this qualitative case study was designed to understand teachers' knowledge and perceptions of how UDL can be used to promote equitable inclusive instruction, implementation barriers, educational applications for UDL, and perceived needs to implement UDL. Participants were teachers who had implemented UDL from a …
Inclusion And Attitudes Of Adolescents In A Camp Setting, Deborah Musher
Inclusion And Attitudes Of Adolescents In A Camp Setting, Deborah Musher
Walden Dissertations and Doctoral Studies
Despite increased inclusion of individuals with special needs in educational and leisure settings, people with disabilities continue to experience social isolation. Research indicates that negative attitudes play an important role in contributing to this marginalization. This study examined the impact of an inclusion program at a residential summer camp on the attitudes of its typical participants. Participants in the treatment group (n = 30) experienced contact with peers with disabilities through structured, intentional programming while participants in the control group (n = 77) experienced less formal inclusive encounters. The Chedoke-McMaster Attitudes toward Children with Handicaps (CATCH) scale was administered to …
Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins
Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins
Walden Dissertations and Doctoral Studies
Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured questions. …
The Impact Of Co-Teaching On The Graduation Test Scores Of Students With Disabilities, Jeannette Lynn Stach
The Impact Of Co-Teaching On The Graduation Test Scores Of Students With Disabilities, Jeannette Lynn Stach
Walden Dissertations and Doctoral Studies
According to the U.S Department of Education, co-teaching is an intervention used to give students with disabilities access to the general education curriculum while in the general education classroom. It's necessary to evaluate the effectiveness of co-teaching as it relates to academic performance. However, there has been a dearth of research on quantitative studies related to co-teaching and their results have been inconclusive. This quantitative study explored whether co-teaching has a positive effect on academic performance compared to collaborative teaching, and adds to the literature in this area that is considered current. On an annual basis from 2002 to 2011, …
Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock
Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock
Walden Dissertations and Doctoral Studies
Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state was used to understand the perceptions of general and special educators regarding their work in …
Relationships Among Middle School Teachers' Perceptions Regarding Inclusion Of Students With Disabilities In General Education Classrooms, Stacey O. Forrester
Relationships Among Middle School Teachers' Perceptions Regarding Inclusion Of Students With Disabilities In General Education Classrooms, Stacey O. Forrester
Walden Dissertations and Doctoral Studies
Accommodating students with disabilities in a general education class often requires instructional modification and extra student support. Research has shown that making required changes can evoke different responses from teachers and can influence their willingness to accommodate the needs of students with disabilities. However, research has not examined the relationships between middle school teachers' preparation for and experiences with inclusion instruction and their attitudes toward inclusion. The purpose of this correlational study was to explore possible relationships between middle school teachers' attitudes about including students with mild to moderate disabilities in the general education setting and the teachers' education level, …
Educational Assistants Supporting Inclusive Education In Secondary Schools, Amy C. Kipfer
Educational Assistants Supporting Inclusive Education In Secondary Schools, Amy C. Kipfer
Electronic Thesis and Dissertation Repository
As school boards in Ontario move towards more inclusive models of learning, more students with disabilities are taught in regular classes instead of self-contained placements. This move results in a role change for the educational assistant (EA). Research is needed to determine the overall framework that will make the use of EAs a more effective practice for student and school. Fifteen EAs working in secondary schools within a school board in southwestern Ontario which was moving to a more inclusive model of education were individually interviewed. EAs chosen for the study had a background of supporting students with developmental disabilities …
What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick
What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick
Journal of Science Education for Students with Disabilities
Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …
“Meeting Proficiency – Can Elementary Schools, With Subgroup Of Students With Disabilities, Exit Program Improvement After 2014?” “A Study To Determine If Instructional Strategies And/Or Inclusionary Practices, And Principal Support Of These Practices, Contributed To Schools Reaching Safe Harbor, Meeting Ayp Benchmarks Or Exiting Program Improvement In The 2012-2013 School Year.", Carolyn Lindstrom
Dissertations
In 2002, President Bush signed into law the No Child Left Behind Act, which required all students to be proficient in English and Math by 2014. (Congress, 2002), including all subgroups. Students with disabilities were expected to meet the proficiency criteria along with all other subgroups. NCLB also required schools to report assessment scores to reflect the achievement of students as well as demonstrate all students were meeting, or at least making gains to achieve, proficiency. If students did not reach the expected benchmark the school was identified as failing and placed in Program Improvement. (CDE, 2011) Each school year, …
We Want To Play Too, Peter J. Titlebaum, Kate Brennan, Tracy Chynoweth
We Want To Play Too, Peter J. Titlebaum, Kate Brennan, Tracy Chynoweth
Peter J. Titlebaum
The Americans with Disabilities Act (ADA) requires that persons with disabilities be integrated to the maximum extent possible, and that these persons cannot be excluded from participation. Intramural directors need to be proactive in this area. The benefits of intramural sports are vast, and they help many students become part of the college community. Forming an alliance with the Disability Services on campus, the first step, is the most vital aspect of making these programs successful. It is important to remember the difference between what can be done and what must be done. Even with the best of intentions, it …
Impact Of Inclusion Teachers' Mathematics Anxiety And Mathematics Self-Efficacy On The Mathematics Achievement Of Learning Disabled Students, Vladimir Sylne
Impact Of Inclusion Teachers' Mathematics Anxiety And Mathematics Self-Efficacy On The Mathematics Achievement Of Learning Disabled Students, Vladimir Sylne
Walden Dissertations and Doctoral Studies
Learning disabled (LD) students are put in inclusion classrooms in order to experience the mainstream environment and to receive the same level of education as their regular education counterparts. Unfortunately, LD students do not always get the mathematics education that they deserve because inclusion mathematics teachers are not required to be highly qualified in mathematics. The focus of this study was on the relationship between mathematics anxiety and self-efficacy of inclusion teachers and the academic achievement of the LD students they serve. The theoretical framework of this study involved the concepts of student achievement, teacher efficacy, mathematics anxiety, and best …
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel
Walden Dissertations and Doctoral Studies
This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose of the study was to examine how general education …
General Education And Special Education Teachers' Attitudes Toward Inclusion, Carmen Yvette Charley
General Education And Special Education Teachers' Attitudes Toward Inclusion, Carmen Yvette Charley
Walden Dissertations and Doctoral Studies
Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and 3 subscales), gender, education level, teacher type, and grade level taught were predictors of Teachers' Attitudes Toward …
The Challenges Of Inclusion: Perceptions Of Superintendents, Principals, And Teachers In Mississippi Alternative Schools, Gary Lynn Tune
The Challenges Of Inclusion: Perceptions Of Superintendents, Principals, And Teachers In Mississippi Alternative Schools, Gary Lynn Tune
Dissertations
Alternative schools serve a population of students who have come in conflict with the codes of conduct of their home school district. Students with disabilities are subject to the same codes of conduct and occasionally are referred to alternative schools. These referrals constitute a change in placement mandating alternative schools to provide academic and educational services and supports commensurate to the home school. This includes educating students with disabilities in regular classes. This research sought to ascertain perceptions of superintendents, alternative school principals, and regular and special education teachers regarding how well alternative schools in Mississippi meet the challenges of …