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Teachers’ Perceptions Of Inclusive Classrooms, Tamara Ann Lipson
Teachers’ Perceptions Of Inclusive Classrooms, Tamara Ann Lipson
UNF Graduate Theses and Dissertations
This study examined teachers’ perceptions of inclusive classrooms. The specific areas of focus were analyzed by comparing demographic characteristics of the responding teachers to survey questions from the adapted Teachers Attitude towards Inclusive Education (TAIS) in order to determine how teachers perceive inclusive classrooms, how prepared they feel to teach in inclusive classrooms, and if there is any correlation between the workload of the teachers and their perception of inclusive classrooms. Data was collected through a survey completed by 480 teachers from a large, diverse, public school district in Northeast Florida. The findings of this study indicate that these teachers …
Examining The Shared Perceptions Surrounding The Most Important Elements To Include In The Design Of A Classroom-Based Therapeutic Visual Arts Program Serving Students With Autism, Laurie E. Hoppock
UNF Graduate Theses and Dissertations
Visual art is an enriching part of educational curriculum and an individual's development (Malley & Silverstein, 2014), but public school curriculum is increasingly focusing on standardization, core subject curriculum, testing, and accountability measures leaving creative fields behind as merely an additive part of education or a resource (Hourigan, 2014). Arts education within a system focusing on these areas creates a one-size-fits-all curriculum (Wexler, 2014) for students rather than accounting for individual student learning needs. A differentiated system is needed to respond to varying learning styles and stages of development. With the rising number of students being diagnosed with autism (Zablotsky, …