- Title
- Exploring general education teachers' perceptions of children with disabilities in general education
- Year Issued
- 2023
- Abstract
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This research proposal aims to explore the perceptions of general education teachers towards children with disabilities who are integrated into general education classrooms. This qualitative study seeks to gain insights into how these teachers perceive the abilities ...
Show moreThis research proposal aims to explore the perceptions of general education teachers towards children with disabilities who are integrated into general education classrooms. This qualitative study seeks to gain insights into how these teachers perceive the abilities and challenges of these children and how they believe they can best support them in their learning. The research will survey responses with a sample of general education teachers to collect data on their experiences and perspectives. The findings of this study could contribute to a better understanding of the attitudes and beliefs that inform teachers' practice towards children with disabilities in general education and inform the development of strategies to enhance inclusive education for all students.
Show less - Author
- Komp, Erika
- Title
- A phenomenological study of public high school inclusive extracurricular opportunities
- Abstract
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Special educators, school leaders and parents across the nation are exploring the benefits of inclusive opportunities for high school students with and without disabilities. Peer Mediated Intervention (PMI) is a long-standing literature-backed set of teaching procedu...
Show moreSpecial educators, school leaders and parents across the nation are exploring the benefits of inclusive opportunities for high school students with and without disabilities. Peer Mediated Intervention (PMI) is a long-standing literature-backed set of teaching procedures and models that promote prosocial development in individuals with developmental disabilities across the lifespan. Although PMI literature includes benefits to typical peers, little to no information exists specific to the high school and young adult population. The present study gathers qualitative interview data from four parent participants to gain authentic feedback about the takeaways for their typical high school student from their perspective. Many positive implications were uncovered in the thematic coding and data analysis process. Positive implications for peers can be utilized as support for the development and maintenance of future inclusive extracurricular activities in public high schools. Discussion around the findings of the study provide school leaders with clear and concise examples of this support, including but not limited to: increase in personal self-worth and empathy, college and career readiness opportunities, and community acceptance carryover.
Show less - Year Issued
- 2019
- Author
- Rachel Ann Pasquerilla
- Sub-title
- perspectives of parents of neurotypical students
- Title
- Teachers' attitudes towards inclusion and the effect on professional development
- Year Issued
- 2018
- Abstract
-
Inclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclu...
Show moreInclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclusive education is impacted by many factors, one being the attitude of the teachers. Attitude is comprised of three components, Behavioral, Cognitive and Affective (Gregory & Noto, 2012). Understanding what component is a strength or an area that could use improvement will enable educational leaders to develop professional development and training opportunities to address their educators' gaps in attitude in regards to inclusive education. This study identified whether there was a relationship between teacher attitude about inclusion and their teaching assignment, level at which they teach and/or years of teaching experience. A survey was conducted resulting in 219 participants completing the necessary information to be included in the research, which included three demographic questions, as well as a nine item Likert scale questionnaire. General education teachers made up 69.90% of the participants, special education teachers made up 30.10%. Elementary educators were 58% of the respondents, secondary were 42%. Regarding years of teaching experiences for the participants, 7.3% had 0-3 years, 11.9% had 4-9 years and the largest majority of respondents, 80.80%, had ten years or more. After receiving the survey for this quantitative study, responses were analyzed using SPSS, descriptive statistics, Cronbach a, t-Tests, ANOVA and multiple linear regression. Findings of this study indicated general education teachers have a lower level of agreement than their special education colleagues in both the cognitive and affective components of attitude towards inclusion for students with disabilities. Results also indicated that teachers with more than ten years of teaching experience have lower cognitive agreement than those who have taught for fewer years. Lastly, the study showed there was no significant difference in regards to the three components based on the grade level teachers taught. From this study, recommendations for professional development and trainings, as well as future research, were addressed.
Show less - Author
- Joyce A. Carr