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Full-Text Articles in Education
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 …
Inclusive Service Delivery In Jesuit Secondary Education: A Case Study Of The Rodriguez Learning Services Program At Manresa Prep, Angelo Joseph Rizzo
Inclusive Service Delivery In Jesuit Secondary Education: A Case Study Of The Rodriguez Learning Services Program At Manresa Prep, Angelo Joseph Rizzo
Doctoral Dissertations
The documents and rhetoric of Jesuit Catholic education speak frequently of care for the individual (cura personalis) and caring for those most in need. Frequently, however, students with learning disabilities are admitted to Jesuit Catholic schools without any consideration as to whether the school can address a student’s individual learning needs. This study examined one particular program at one particular school – Rodriguez Learning Services at Manresa Prep -- that attempts to offer accommodations to students with learning disabilities. Through interviews and observations over a six-week period with students, faculty, staff, administration, and alumni, the study sought to identify whether …
Teachers' Perceptions About Reading Instruction In Elementary Inclusion Classrooms, Elizabeth Ann Kempf
Teachers' Perceptions About Reading Instruction In Elementary Inclusion Classrooms, Elizabeth Ann Kempf
Walden Dissertations and Doctoral Studies
Researchers argued that special education students should learn alongside regular education students because involvement with peers affects special education students' ability to assimilate information. However, inclusive elementary classroom teachers in a local Texas school were struggling to meet the learning needs of their diverse student populations in reading instruction. The purpose of this study was to explore teachers' perceptions about reading instruction in an inclusion setting and to investigate what teachers believe was needed to improve the effectiveness of their practice. King-Sears's inclusion instructional model served as the conceptual framework to guide this study. The research questions were focused on …
Inclusion Teachers' Perspectives On Coteaching, Allison Nunes
Inclusion Teachers' Perspectives On Coteaching, Allison Nunes
Walden Dissertations and Doctoral Studies
The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and special education teachers' lived experiences in relation to the inclusion classroom and their attitudes and …