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Assessing Professional Development Needs Of Elementary Teachers Implementing Inclusion Of Children With Disabilities In General Education Classrooms, Patricia D. Burgess
Assessing Professional Development Needs Of Elementary Teachers Implementing Inclusion Of Children With Disabilities In General Education Classrooms, Patricia D. Burgess
Electronic Theses and Dissertations
A descriptive study was conducted to identify authentic professional development needs of elementary teachers preparing, implementing, and maintaining inclusion of students with disabilities in the general education classrooms in Northeast Tennessee. The purpose of this study was to contribute information of identified professional development needs of elementary teachers to current research on responsible inclusive education. Data were collected from 325 elementary teachers randomly assigned to the sample using a 65-item survey designed for this study. Three subsections of the survey, Assessing Professional Development Needs of Teachers Implementing Inclusion in Grades PreK-8, assessed the perceived needs of conditions, areas, and foundations …
The Adaptation Of Regular Elementary Classrooms For Children With Moderate And Severe Disabilities: Inclusion Practices From The Principal's Perspective, Jerry R. Herman
The Adaptation Of Regular Elementary Classrooms For Children With Moderate And Severe Disabilities: Inclusion Practices From The Principal's Perspective, Jerry R. Herman
Electronic Theses and Dissertations
This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff …
The Adaptation Of Regular Elementary Classrooms For Children With Moderate And Severe Disabilities: Inclusion Practices From The Principal's Perspective, Jerry R. Herman
The Adaptation Of Regular Elementary Classrooms For Children With Moderate And Severe Disabilities: Inclusion Practices From The Principal's Perspective, Jerry R. Herman
Electronic Theses and Dissertations
This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff …