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Disability and Equity in Education Commons™
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- Belief fixation (1)
- Beliefs (1)
- Biases (1)
- Deficit thinking (1)
- Equity (1)
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- Fixed mindset (1)
- Free appropriate public education (FAPE) (1)
- Growth mindset (1)
- Inclusion (1)
- Individualized education plan (IEP) (1)
- Least restrictive environment (LRE) (1)
- Local education agency (LEA) (1)
- Person-Environment-Occupation Model (1)
- Professional development (1)
- Psychology (1)
- School system barriers (1)
- Social desirability (1)
- Special Education (1)
- Transition Planning (1)
Articles 1 - 2 of 2
Full-Text Articles in Disability and Equity in Education
Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek
Inclusive Education For All: Identifying Teacher Beliefs About Working With Students With Disabilities, Chelsea Sharek
Electronic Theses and Dissertations
The purpose of this study was to investigate the beliefs K-12 teachers have when working with students with disabilities in a rural Pennsylvania school district. This study aimed to identify if teachers’ personal beliefs created biases about their students and school systems; thus, forming barriers and preventing an inclusive education when working with disabled students. Instrumentation for this quantitative study is the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES) survey. Findings suggest that some teachers at Sunnyside School District (pseudonym) hold personal beliefs that could create biases about their students and school system that may form barriers when working with …
Impact Of Person-Environment-Occupation Model Training On Teacher Transition Problem-Solving, Taylor Dreste
Impact Of Person-Environment-Occupation Model Training On Teacher Transition Problem-Solving, Taylor Dreste
Electronic Theses and Dissertations
In the United States, there is currently no universal framework or model that is applied to the transition planning process for students with disabilities, other than the transition mandates set forth by the Individuals with Disabilities Education Act (IDEA, 2004). This often results in educators picking transition plan goals and interventions from a “bank”, without taking into account the “whole child.” The following study examines the effect of the Person-Environment-Occupation (PEO) model, pioneered by Law et al. (1996), on a teacher’s ability to consider personal, environmental, and occupational variables when planning for post-secondary employment for students with disabilities. Furthermore, this …