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Full-Text Articles in Education
Elementary And Secondary Special Education Teachers Experiences Of Inclusion For Students With Moderate To Severe Disabilities: A Phenomenolgical Study, Shannon Anders
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the experiences of special education teachers regarding inclusive practices with students with moderate and severe disabilities in a rural North Carolina school district. The purpose of this research was to seek the overall essence of the lived experiences of a purposeful criterion sample of 11 special education teachers as they used inclusion strategies with their students. This study had one central question: How do rural special education teachers describe their experiences with inclusive practices for their students with moderate to severe disabilities? The theories guiding this study were Maslow’s Hierarchy …
The Effect Of District Provided Training And Paraprofessional Self-Efficacy, Meredith Madden
The Effect Of District Provided Training And Paraprofessional Self-Efficacy, Meredith Madden
All Capstone Projects
The purpose of this research study was to investigate the effect(s) district provided training, or lack thereof, had on paraprofessional self-efficacy. This study was a descriptive action research study using a survey design. The participants of this study were selected from a south suburban, Cook county high school district. All participants, when surveyed, were currently employed paraprofessionals working with students with disabilities in grades 9-12. This study was conducted as part of a Multicategorical Special Education graduate student culminating project at Governors State University in summer 2015.
General Education Teacher Perceptions Of Self-Efficacy Regarding Teaching Students With Autism In Inclusion Settings, Jennifer H. Condrey
General Education Teacher Perceptions Of Self-Efficacy Regarding Teaching Students With Autism In Inclusion Settings, Jennifer H. Condrey
Education Dissertations and Projects
With an increase in the number of children being diagnosed with Autism Spectrum Disorder comes an increase in students with autism being integrated into regular education classrooms. While general education teachers strongly support inclusion, they do not feel prepared to implement inclusion practices in their classrooms. This dissertation was designed to gauge perceptions of self-efficacy among K-5 general education teachers in regards to teaching students with autism in inclusion settings. The researcher conducted digital surveys and personal interviews among K-5 regular education teachers who had inclusion experience with students with autism. Teacher perceptions were measured in the areas of preparedness, …
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 …
Investigation Of School Professionals' Self-Efficacy For Working With Students With Asd : Impact Of Prior Experience, Knowledge, And Training, Laura Corona
Legacy Theses & Dissertations (2009 - 2024)
School professionals who work with students with autism spectrum disorder (ASD) play a significant role in the academic experiences of these students (Ruble & McGrew, 2013). Unfortunately, some evidence suggests that teachers of students with ASD experience a high risk of burnout (Coman et al., 2013), due in part to the multiple challenges associated with teaching students with ASD (Iovannone, Dunlap, Huber, & Kincaid, 2003). Research has begun to examine factors that ameliorate or prevent teacher burnout, including teacher self-efficacy, or teachers’ beliefs regarding their abilities to bring about positive outcomes for their students (Ruble, Usher, & McGrew, 2011). The …