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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 …

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 …

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. …

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. …

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 …

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, …

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 …

The Status Of Students With Special Needs In The Instrumental Musical Ensemble And The Effect Of Selected Educator And Institutional Variables On Rates Of Inclusion, Edward C. Hoffman Iii

Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance

The purpose of this study was to describe the current status of students with special needs in the instrumental musical ensemble and to examine the effect of selected educator and institutional variables on rates of inclusion. An online survey was designed by the researcher and distributed electronically to 600 practicing K-12 instrumental music educators in the states of Idaho, Mississippi, Nebraska, Nevada, New Mexico, and Rhode Island. While 13.6% of the total school-aged population nationwide received special education services, demographic data provided by respondents revealed that students with special needs accounted for 6.8% of all students participating in bands, orchestras, …

The Effects Of Self-Monitoring On Homework Completion And Accuracy Rates Of Students With Disabilities In An Inclusive General Education Classroom, Carol Ann Falkenberg

FIU Electronic Theses and Dissertations

This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants …