Relevant bibliographies by topics / Inclusion of students with disabilities / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Inclusion of students with disabilities.

Dissertations / Theses on the topic 'Inclusion of students with disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Inclusion of students with disabilities.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Amayo, Jeanette. "INCLUSION OF STUDENTS WITH DISABILITIES: AN INTERNATIONAL PERSPECTIVE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3262.

Full text
Abstract:
The purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being educated in the regular classroom. First, the researcher analyzed the legislation regarding students with disabilities, especially those directives that called for the Inclusion of them. Second, the researcher investigated the educational models used in each country to ascertain the placements available for the disabled, making special note of those that were more inclusive. Next, the researcher gathered data that examined the categorical system used to label, group, and educate the Special Education population. Finally, the researcher compared the extent to which the students with disabilities were educated in the regular classroom in each country by looking at the total proportion included as well as the percentage included in each disability category. To make a comparison of the educational attainments of each country, the researcher utilized a study by the Organization for Economic Co-operation and Development that incorporated the students with disabilities in their international assessments. Results revealed that the United States has a much more extensive legislation dedicated to the education of individuals with disabilities than does the United Kingdom, Canada, Australia, and New Zealand. As a result, the United States' placement models and categorical systems are just as complex. Data also confirmed that other countries are including their disabled population in a regular education classroom at a much higher rate than that of the United States. Finally, the international study found that the United States performed worse than all the other countries in the subject areas assessed: Reading, Math, and Science. Recommendations for further research included the examination of teacher education programs world wide, comparison of provincial and territorial regions in Canada and Australia, and a comparison of graduation rates for those students with disabilities in inclusive settings and those in segregated settings.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
APA, Harvard, Vancouver, ISO, and other styles
3

Ablaeva, Yelena, and Yelena Ablaeva. "Inclusion of Students with Disabilities in Study Abroad: Current Practices and Student Perspectives." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12426.

Full text
Abstract:
While there has been an increase in the numbers of students studying abroad each year, the participation of students with disabilities remains low. As internationalization of higher education takes news steps, bringing along with it the myriad benefits of intercultural exchange, study abroad becomes an important and often required component of educational experience. This study explored the current practices and experiences of the inclusion of students with disabilities in study abroad programs. The interviews with 10 study abroad professionals, 5 students with disabilities, and 1 faculty reveal discrepancies in the perceptions of the current practices. In light of the findings of this research, I argue that the study abroad experience promotes higher levels of identity development for students with disabilities. I also propose recommendations to ensure the positive experience for both study abroad professionals and students with disabilities.
APA, Harvard, Vancouver, ISO, and other styles
4

Chandler, Taleshia Lenshell. "School Principal Attitudes Toward the Inclusion of Students with Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/177.

Full text
Abstract:
Inclusion is a philosophy and practice of educating students with and without disabilities in the same learning environment. Previous researchers have indicated that principals play a key role in implementing successful and effective inclusive programs. However, there remains a gap in the literature regarding the attitudes of principals and assistant principals toward including students with disabilities at both elementary and secondary school levels. Therefore, the purpose of this nonexperimental, quantitative study, based on transformational leadership theory, was to examine the attitudes of principals toward the inclusion of students with disabilities in general education classrooms. An electronic version of The Principals' Attitudes Toward Inclusive Education Scale was used to collect data from principals in a southeastern school district (n = 73). The predictor variables were age; gender; years of administrative; teaching; special education experience; and having a friend or relative with a disability. The criterion variable was principal attitudes toward inclusion. Data were analyzed using descriptive statistics and multiple linear regression. Results indicated that overall principals had positive attitudes toward inclusion. Having relatives and/ or friends with disabilities and special education experience were significant predictors of favorable attitudes toward inclusion. This study contributes to positive social change by illuminating which variables are related to principals' positive attitudes toward inclusion programs. This information will assist principals, assistant principals, and school administration preparatory programs with understanding how special education training and experience with individuals with disabilities affect their attitudes toward the inclusion of students with disabilities.
APA, Harvard, Vancouver, ISO, and other styles
5

Johnson, Allegra. "The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/932.

Full text
Abstract:
General education teachers are critical contributors to the successful inclusion of students labeled with learning disabilities in general education classrooms. Similarly, teacher beliefs about disability labels significantly influence how teachers include or exclude students labeled with a learning disability in their classrooms. This qualitative study investigated eight secondary general education teachers’ attitudes towards inclusion and their experiences teaching students labeled with a learning disability from a Critical Disabilities Studies perspective. Data were collected using an innovative qualitative method, Q methodology, in order to surface distinct perspectives within the group about inclusion and the experience of teaching students labeled with a learning disability in their classes. The data bore that while teachers agree with the aspirations of inclusive education, they insist they are not capable of teaching students labeled with a learning disability. These findings support the need for systemic change within teacher preparation programs and schools that can disrupt deficit notions of disability.
APA, Harvard, Vancouver, ISO, and other styles
6

Riegert, Jesse. "Teacher attitudes on the effect of inclusion on students without disabilities." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006riegertj.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hurt, James Matthew. "A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1487.

Full text
Abstract:
Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st Century the government has produced legislation requiring schools to be responsible for improving instruction for students with disabilities. One of the major trends in accomplishing this task is a move toward inclusive education. This study determined the relationships of assessment type (Standards of Learning (SOL) assessments versus Virginia Grade Level Alternative (VGLA) assessments) and models of service delivery (general education inclusion classes versus special education pullout classes) for students with disabilities in grades 3 through 8 on student achievement in 4 counties in Southwest Virginia. Similar studies have been conducted with varying results noted. The review of the literature includes 18 studies that compared the achievement of students with disabilities who were instructed in the general education classroom with the achievement of students with disabilities who were instructed in the special education classroom. Significant differences were noted in 11 of the reviewed studies. The data were analyzed using chi-square analysis and pairwise comparisons. The findings indicate that there is a relationship between instructional delivery method (inclusion or pullout) and proficiency in reading and math. Students who were educated in the inclusion classrooms tended to have a higher incidence of pass proficient ratings and students in the pullout classrooms tended to have a higher incidence of pass advanced ratings. The findings also indicate that there is a relationship between assessment method (SOL assessment or VGLA) and proficiency in reading and math. Students who were assessed via the SOL assessment tended to have a higher incidence of pass proficient ratings and students who were assessed via the VGLA assessment tended to have a higher incidence of pass advanced ratings.
APA, Harvard, Vancouver, ISO, and other styles
8

Nowicki, Elizabeth A. "Inclusion strategies and attitudes of adolescents towards students with developmental disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ30717.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Myers, Mindy D. Mrs. "Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2266.

Full text
Abstract:
The purpose of this study was to explore regular education teachers’ perceptions of inclusion. The participants of this study were K-12 regular education teachers located in Tennessee’s First region. Specifically, this research explored (1) perceptions of the impact of inclusion on instructional strategies, (2) perceived level of preparedness to effectively teach students with disabilities (3) professional development needs of regular education teachers instructing students with disabilities, and (4) collaborative relationships between regular and special educators. The data sources analyzed consisted of a survey design using a 4-point Likert scale. Each research question had a corresponding null hypothesis. Each research question was analyzed using a single sample t-test with mid-point of the scale (2.5) as the value representing neutrality. All data were analyzed at the .05 level of significance. Findings indicated that participants’ overall perceptions of inclusion were significantly positive.
APA, Harvard, Vancouver, ISO, and other styles
10

Hoffman, Karen J. Lugg Elizabeth T. "Inclusion secondary teacher attitudes toward inclusion of special needs students into regular classrooms /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398241&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309867&clientId=43838.

Full text
Abstract:
Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Dianne Gardner, Lin Zeng. Includes bibliographical references (leaves 130-136) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
11

Borges, Maria Aparecida [UNESP]. "A inclusão de alunos com deficiência em cursos presenciais de graduação da Universidade Federal de Juiz de Fora." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/92368.

Full text
Abstract:
Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-30Bitstream added on 2014-06-13T20:33:33Z : No. of bitstreams: 1 borges_ma_me_prud.pdf: 649402 bytes, checksum: cb9548a9ac72e9b9f21bbd7bba4043a7 (MD5)
Esta pesquisa intitulada “A inclusão de alunos com deficiência em cursos presenciais de graduação da Universidade Federal de Juiz de Fora”- UFJF- está vinculada à Linha de pesquisa Políticas Públicas, Organização Escolar e Formação de Professores do Programa de Pós-Graduação em Educação – Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista – UNESP- Presidente Prudente. O objetivo foi investigar a realidade escolar de estudantes com deficiência que ingressaram em cursos presenciais de graduação da UFJF. A pesquisa foi estruturada com base na abordagem qualitativa e desenvolvida a partir do estudo de caso. Contou com a participação de quinze alunos, matriculados em sete diferentes cursos de graduação. Para a coleta de dados utilizou-se um questionário e entrevistas do tipo semiestruturadas, realizadas em duas etapas. Na etapa inicial os alunos preencheram o questionário e participaram da primeira entrevista, que foi gravada. Na segunda etapa, eles receberam a primeira entrevista transcrita e procederam à leitura, realizaram as alterações que acharam pertinentes e responderam a mais três questões. Os resultados apontaram que ainda é baixo o número de aluno com deficiência na UFJF. Desse grupo todos realizaram o Ensino Básico em escolas regulares e a maioria em escolas públicas. Verificamos o predomínio de alunos com deficiência física e o maior número de estudantes do sexo feminino. Também se destacou o interesse por cursos da área de Ciências Humanas e o maior número de matrículas foi registrado no Curso de Serviço Social. Os alunos ressaltaram que a maior dificuldade encontrada no cotidiano é a ausência de algumas condições básicas e específicas, a pouca capacitação dos docentes e a falta de divulgação das atividades do setor envolvido com o processo inclusão na Universidade
The present research entitled “The inclusion of students with disabilities in graduation courses which they have to attend at Universidade Federal de Juiz de Fora” – UFJF – is connected to the research on Public Politics, School Management and Professors Education in the Post-graduation Program in Education – Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista – UNESP- Presidente Prudente. The objective of this research was to investigate the school reality of students with disabilities who have entered these graduation courses at UFJF. The research was structured on the basis of the qualitative approach, which and developed from the case study. We have counted on the participation of fifteen students, registered in seven different graduation courses. For the data collection we have used a questionnaire and semistructuralized interviews, carried out in two stages. In the first stage the students filled in the questionnaire and participated of the first interview that was recorded. In the second stage, they received the interview, which had been transcribed, read it, altered some parts, and answered three more questions. The results pointed that the number of students with deficiency in UFJF is still low. All the participants of this group finished Elementary school in regular schools and the majority in public schools. We have verified the predominance of students with physical deficiency and most of them are female students. Moreover, it has been verified the interest in the Human Sciences courses, such as Social Service with the largest number of registrations. The students have stood out that the biggest daily difficulty is the lack of some basic and specified conditions, little qualification of the professors and spreading of the activities which involve the process of inclusion
APA, Harvard, Vancouver, ISO, and other styles
12

Patton, Alison. "General Education Teachers' Perceptions About Inclusion of Students with Emotional-Behavioral Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4811.

Full text
Abstract:
Some general education teachers do not have the training, tools, and supports to work with the diverse needs of students with emotional-behavioral disabilities. The purpose of this case study was to develop a deeper understanding of how general education teachers perceive students with emotional-behavioral disabilities to better understand the issues related to effectively work with these students in the classroom. The conceptual framework for this study was Ajzen's theory of planned behavior. Fifteen general education teachers' definitions of an emotional-behavioral disability, perceptions of students with emotional-behavioral disabilities, training and supports by the school districts, and descriptions of classroom interactions were explored. Data analysis of the interviews included QSR NVivo software followed by a secondary analysis of identifying codes and theme. From the results, participants defined emotional-behavioral disabilities as spectrum conditions, displaying externalized and internalized behaviors, and as students who tend to be disruptive and behaviorally challenging in the general education classroom. Participants identified difficulties in building relationships with students. Participants also identified the need for more professional development and administrative support in the classroom. Interactions with students with emotional-behavioral disabilities were identified as challenging and unpredictable. This study may contribute to positive social change by identifying teachers' perceptions of students with emotional-behavioral disabilities, helping teachers to reflect on their perceptions, and identifying needed supports for teachers working with students. Educators and administrators may use the results to make informed decisions about trainings needed for general education teachers working with students with emotional-behavioral disabilities.
APA, Harvard, Vancouver, ISO, and other styles
13

Corbett, Nicole. "Administrative Leadership to Build Capacity for Inclusion of Students With Emotional Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3599.

Full text
Abstract:
In a New England school district, students with emotional disabilities (SWED) were educated in the most restrictive educational placement outside the general education classroom at higher rates than any other disability group The purpose of this qualitative, instrumental case study was to explore administrators' and teachers' perceptions regarding campus and district level systems and structures, professional development (PD) available, and the role of administrators in building capacity for the inclusion of SWED in the general education classroom. Vygotsky's theory of social development, Knowles's theory of andragogy, and Knoster's model for leading and managing complex change provided the theoretical framework for this study. A district-wide anonymous questionnaire was followed up by semistructured interviews with 4 special educators, 4 general educators, and 4 administrators. Criteria for the purposeful selection of interview participants included graduation from a 4-year university teacher education program and a minimum of 4 years teaching or administrative experience in an inclusive environment. Data were coded and investigated for themes and patterns. Three primary themes emerged: the need to adequately staff and improve fidelity to existing systems and structures, creation and implementation of practical and theoretical PD regarding SWED, and development of cohesive systems embedded in a culture that supports a sense of belonging for all students. This study will provide district administrators with resources to construct differentiated PD to build capacity for inclusion of SWED, creating positive social change by providing equitable access to instruction for all students.
APA, Harvard, Vancouver, ISO, and other styles
14

Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Hendrich, Heather M. "The impact of inclusion." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/752.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Kovacs, Denise. "THE INCLUSION EXPERIENCE OF STUDENTS WITH MODERATE AND SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1161651267.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Borges, Maria Aparecida. "A inclusão de alunos com deficiência em cursos presenciais de graduação da Universidade Federal de Juiz de Fora /." Presidente Prudente : [s.n.], 2011. http://hdl.handle.net/11449/92368.

Full text
Abstract:
Orientador: Alberto Albuquerque Gomes
Coorientador: Maria Elisa Caputo Ferreira
Banca: Roseli Cecília Rocha de Carvalho Baumel
Banca: Elisa Tomoe Moriya Schlunzen
Resumo: Esta pesquisa intitulada "A inclusão de alunos com deficiência em cursos presenciais de graduação da Universidade Federal de Juiz de Fora"- UFJF- está vinculada à Linha de pesquisa Políticas Públicas, Organização Escolar e Formação de Professores do Programa de Pós-Graduação em Educação - Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista - UNESP- Presidente Prudente. O objetivo foi investigar a realidade escolar de estudantes com deficiência que ingressaram em cursos presenciais de graduação da UFJF. A pesquisa foi estruturada com base na abordagem qualitativa e desenvolvida a partir do estudo de caso. Contou com a participação de quinze alunos, matriculados em sete diferentes cursos de graduação. Para a coleta de dados utilizou-se um questionário e entrevistas do tipo semiestruturadas, realizadas em duas etapas. Na etapa inicial os alunos preencheram o questionário e participaram da primeira entrevista, que foi gravada. Na segunda etapa, eles receberam a primeira entrevista transcrita e procederam à leitura, realizaram as alterações que acharam pertinentes e responderam a mais três questões. Os resultados apontaram que ainda é baixo o número de aluno com deficiência na UFJF. Desse grupo todos realizaram o Ensino Básico em escolas regulares e a maioria em escolas públicas. Verificamos o predomínio de alunos com deficiência física e o maior número de estudantes do sexo feminino. Também se destacou o interesse por cursos da área de Ciências Humanas e o maior número de matrículas foi registrado no Curso de Serviço Social. Os alunos ressaltaram que a maior dificuldade encontrada no cotidiano é a ausência de algumas condições básicas e específicas, a pouca capacitação dos docentes e a falta de divulgação das atividades do setor envolvido com o processo inclusão na Universidade
Abstract: The present research entitled "The inclusion of students with disabilities in graduation courses which they have to attend at Universidade Federal de Juiz de Fora" - UFJF - is connected to the research on Public Politics, School Management and Professors Education in the Post-graduation Program in Education - Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista - UNESP- Presidente Prudente. The objective of this research was to investigate the school reality of students with disabilities who have entered these graduation courses at UFJF. The research was structured on the basis of the qualitative approach, which and developed from the case study. We have counted on the participation of fifteen students, registered in seven different graduation courses. For the data collection we have used a questionnaire and semistructuralized interviews, carried out in two stages. In the first stage the students filled in the questionnaire and participated of the first interview that was recorded. In the second stage, they received the interview, which had been transcribed, read it, altered some parts, and answered three more questions. The results pointed that the number of students with deficiency in UFJF is still low. All the participants of this group finished Elementary school in regular schools and the majority in public schools. We have verified the predominance of students with physical deficiency and most of them are female students. Moreover, it has been verified the interest in the Human Sciences courses, such as Social Service with the largest number of registrations. The students have stood out that the biggest daily difficulty is the lack of some basic and specified conditions, little qualification of the professors and spreading of the activities which involve the process of inclusion
Mestre
APA, Harvard, Vancouver, ISO, and other styles
18

Yoakum, Carrie Mae. "High School Teachers and Support Staff's Attitudes toward Students with Disabilities in the Inclusive General Education Classroom." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609119/.

Full text
Abstract:
Research has shown teachers' attitudes toward students with disabilities directly affect the students' performance in the general education classroom; however, more research is needed to determine what variables influence high school teacher and support staff attitudes. The purpose of this study was to determine the attitudes of high school general education teachers, special education teachers, and support staff toward students with disabilities in the general education classroom. The study examined multiple variables such as gender, race/ethnicity, teaching experience, educators' role, and school size; and the impact of professional development on their attitudes toward inclusion. This study used an explanatory sequential mixed-methods design. Data collection included the Inclusion Attitude Scale for High School Teachers (IASHST), developed by Ernst and Roger, and then focus groups for general education teachers, special education teachers, and support staff in order to triangulate the findings. The results of this study found that general education teachers may have a more negative attitude than special education teachers and support staff. However, it is important to note that members of each focus group described what they considered to be appropriate exceptions to including students with disabilities in the general education classroom.
APA, Harvard, Vancouver, ISO, and other styles
19

Montgomery, Angela. "Teachers' self-efficacy, sentiments, attitudes, and concerns about inclusion of students with developmental disabilities." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44174.

Full text
Abstract:
In a sample of 100 primary and intermediate teachers from a Western Canadian province, this study examined relationships between teachers’ self-efficacy and teachers’ sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. The study used both a web and paper-based survey based on two psychometrically sound scales: the Teacher Efficacy for Inclusive Practices (TEIP) scale, and the Sentiments, Attitudes and Concerns about Inclusive Education Scale – Revised (SACIE-R). Pearson product-moment correlations were calculated to examine associations between three TEIP factors (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and the three SACIE-R variables. A series of multiple regression analyses were then conducted to determine which TEIP factors, when considered simultaneously, best predicted sentiments, attitudes, and concerns. Results indicated that higher self-efficacy for collaboration was the only predictor associated with more positive sentiments and attitudes, and with fewer concerns, about inclusive education for students with developmental disabilities. The results highlight the importance of both pre-and inservice education aimed at providing educators with dispositions and skills related to effective collaboration with parents and other members of a school-based team.
APA, Harvard, Vancouver, ISO, and other styles
20

Simms-Pilgrim, Chunita. "Urban Elementary General Teachers' Perceptions of the Inclusion of Students with High-Incidence Disabilities." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810786.

Full text
Abstract:

The rate of the inclusion of students with high-incidence disabilities in general education classrooms are increasing across the nation. The perceptions of general education teachers on this inclusion have limited revelation within research. More specifically, the perceptions of urban elementary general education teachers on the inclusion of students with high- incidence disabilities is limited. Three significant problems contributed to the need of this dissertation research. The first problem is the limited research used to explore this concept. Most of the literature include methods that have been quantitative studies, which provides a range of responses with little depth to understand the perceptions of teachers. The second problem is the samples that are included in such studies. Samples often include teachers without differentiating between what kinds of teachers (high school, middle school, elementary school, etc.). These samples would provide little depth to understand the perceptions of how participants really feel about the inclusion of students with high-incidence disabilities in their classrooms. The third problem is the targeted population of teachers that are included in studies. Urban, rural and suburban school districts all have different needs and issues. There is limited research that differentiate between the areas of schools and its impact on the perceptions of teachers in these school districts.

The results of a basic qualitative study surrounding the perceptions of urban elementary general education teachers on the inclusion of students with high-incidence disabilities is presented. Twenty urban elementary general education teachers of students with high-incidence disabilities in the general education classroom setting from one school district in the mid-Atlantic region were interviewed to evaluate the perceptions of the inclusion of students with high-incidence disabilities in the general education classroom with their non-disabled peers.

The purposes of this study were to be able: 1) to investigate urban general education teachers’ perceptions and beliefs about the inclusion of students with high-incidence disabilities in their classrooms with their non-disabled peers; 2) to give these teachers an opportunity to share their perceptions on the supports received to meet the demands and challenges of their profession; and 3) to provide recommendations for policies and practices for the inclusion of students with high-incidence disabilities in general education classrooms that can contribute to the preparation and professional development for general education teachers.

The results of the interviews with study participants are outlined in this study. Themes answering three research questions were: described, defined, and supported using quotations from study participants to ensure that themes were grounded in the data. Eight themes emerged from the data that answered three research questions. These themes are: 1) “It was a disservice;” 2) being “set up” for failure both academically and socially; 3) impact of behavior; 4) issues of being stranded; 5) feeling inadequate; 6) reluctant acceptance; 7) flaws in identifying students who need help; and 8) issues of support. Two additional themes emerged from the data that did not answer a research question, but became salient across all participants. These theme addressed the issues and influence of race and socioeconomic status and its influence on perceptions. These two themes are 9) impact of socioeconomic status and privilege, and 10) impact of race. Findings are revealed and discussed. Recommendations for practice, policy, and future research are provided.

APA, Harvard, Vancouver, ISO, and other styles
21

Danklefsen, Pamela R. "Perceptions of Collaboration of Parents of Students with Disabilities and Service Providers." Ashland University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1230150684.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.

Full text
Abstract:
Thesis advisor: Lauri Johnson
Understanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of a group qualitative case study about inclusive leadership practices in a diverse urban school district in Massachusetts (Northside Public Schools), the purpose of this individual study was to examine leadership practices that undergird inclusion for students with disabilities in the general education classroom. Interview data from sixteen district and school leaders, six teachers in a focus group interview, and public documents provided data for analysis through a Universal Design for Learning (UDL) framework. Findings indicate that strong welcoming school environments and the leader’s vision for inclusion are important, but will not necessarily lead to improved achievement outcomes for SWDs. Leaders should build from inclusive values and determine appropriate steps to intentionally remove barriers to the curriculum for SWDs in the general education classroom
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
APA, Harvard, Vancouver, ISO, and other styles
23

Anderson, Mary Jo. "Students with disabilities in general education settings: general education teacher preparation." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/4619.

Full text
Abstract:
Doctor of Education
Department of Special Education
Warren J. White
Historically, the provision of special education has moved from settings isolated from children without disabilities to services in public school classrooms with non-disabled peers. As advocates began to impact civil rights legislation, the educational rights of individuals with disabilities were realized, and laws began to protect them. Public Law 94-142, 1975 and subsequent reauthorizations assured these students a free and appropriate public education and, to the greatest extent possible, with non-disabled peers. In 2002, the No Child Left Behind Act of 2001 became law. Its goal is that all children, including children with disabilities, attending public schools in the United States would be proficient in reading and mathematics by 2014. Consequently, students with disabilities have had an increased presence in general education classrooms. Some leaders in the field of special education imply that teacher preparation might not be keeping up with current trends and that it is their responsibility to make changes to teacher education programs so that beginning teachers are prepared for current job demands. The primary purpose of this study was to determine what is being taught in elementary education teacher preparation programs regarding how to teach students with disabilities who are educated entirely or in part in general education settings. The goal was to provide information to IHE’s considering more comprehensive and specialized training for elementary preservice general educators by making critical program adjustments in order to prepare effective educators in the context of classrooms in which students with disabilities receive some of their education, and importantly, to inform those adjustments. This study explored levels to which preferred knowledge and skills for including students with disabilities in elementary general education classrooms are taught and assessed. It also looked at differences among state licensing and university graduation coursework requirements. The study represented approximately 15,075 preservice teachers from 72 different universities in the United States. It revealed a full range of levels at which skills are taught and assessed. There are notable inconsistencies in special education requirements for general education teacher candidates seeking initial licensure.
APA, Harvard, Vancouver, ISO, and other styles
24

Morris, Claudia B. "Coteachers' Perceptions About Collaborating to Implement Instructional Strategies for Students With Disabilities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6847.

Full text
Abstract:
During 2012-2016, students with disabilities (SWDs) in Grades 3-5 in an urban elementary school in New York City did not meet the New York State English Language Arts (ELA) standards. The scores had been consistently low for SWDs when compared to their nondisabled peers. SWDs are placed in the inclusion classrooms with an Individual Education Plan that consists of the necessary accommodations that each student requires to access the general education curriculum. The purpose of this case study was to determine if the low ELA test scores for SWDs relate to lack of collaborative practices between coteachers in the inclusion classroom, and to answer the primary research question of how coteachers collaborate to implement students' Individual Educational Plans and devise instructional strategies to accommodate SWDs. Cook and Friend's conceptual framework was used for this study because it directly supports collaboration and coteaching. A purposeful sampling was used to select 4 coteacher pairs (1 special education teacher and 1 general education teacher) from Grades 3-5. Qualitative data were collected from open-ended interviews and lesson plans were analyzed by using provisional and pattern coding. Four major themes emerged from the analysis: coteachers' strategies used when planning lessons for SWDs, classroom accommodation for SWDs, coteachers' instructional strategies, and collaborative relationship in inclusion classroom. The study findings positively influence social change by showing coteachers' need for ongoing professional development that provides effective instructional strategies and collaborative practices for teaching SWDs, with the goal of increasing the percentage of SWDs who meet the ELA state standards.
APA, Harvard, Vancouver, ISO, and other styles
25

Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

Full text
Abstract:

The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers’ attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers’ attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers’ attitudes of inclusion in regards to their type of certification, degree level, and years of experience.

APA, Harvard, Vancouver, ISO, and other styles
26

Giffing, Monica D. "Perceptions of Agriculture Teachers Toward Including Students with Disabilities." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/302.

Full text
Abstract:
The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students with special needs in their classrooms and laboratories. Selected personal and professional characteristics were correlated with these attitudes and perceptions. A large majority of teachers responded that they understand the concept of inclusion, are in favor of including students with disabilities, and have had a positive experience teaching students with special needs. However, fewer respondents indicated that they had the skill level to successfully include students with disabilities. Overall, while teachers indicated willingness to include the students with most of the specific types of disabilities, they were less positive in their perceived abilities to successfully accommodate students with some specific categories of special needs.
APA, Harvard, Vancouver, ISO, and other styles
27

Kight, Jason S. "The relationship between training and experience and general educators' attitudes toward the inclusion of students with disabilities." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5928.

Full text
Abstract:
Thesis (Ed. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains ix, 94 p. Includes abstract. Includes bibliographical references (p. 73-81).
APA, Harvard, Vancouver, ISO, and other styles
28

Forrester, Stacey O. "Relationships Among Middle School Teachers' Perceptions Regarding Inclusion of Students with Disabilities in General Education Classrooms." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2049.

Full text
Abstract:
Accommodating students with disabilities in a general education class often requires instructional modification and extra student support. Research has shown that making required changes can evoke different responses from teachers and can influence their willingness to accommodate the needs of students with disabilities. However, research has not examined the relationships between middle school teachers' preparation for and experiences with inclusion instruction and their attitudes toward inclusion. The purpose of this correlational study was to explore possible relationships between middle school teachers' attitudes about including students with mild to moderate disabilities in the general education setting and the teachers' education level, length of time teaching, and role as general or special education teachers. Social learning theory informed the study. Teachers from 3 middle schools in a large, primarily suburban school district in the southern United States were identified and sent the link for an online survey that included both demographic questions and the Attitude Toward Teaching All Students validated research instrument (N = 220). Despite several efforts to acquire enough responses to determine statistical significance, the sample obtained (n = 55) was too small for those calculations. However, Spearman correlations calculated with the smaller sample acquired indicated possible relationships between variables and indicated conducting the study in another location with a larger sample would provide valuable insights into teachers' behaviors and beliefs. This study contributes to positive social change by demonstrating a need to examine teachers' background and experiences and their attitudes toward and, as a result, behaviors in inclusion settings.
APA, Harvard, Vancouver, ISO, and other styles
29

Berg, Shannon L. "The advantages and disadvantages of the inclusion of students with disabilities into regular education classrooms." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005bergs.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Ramirez, Roxanna C. Beckner Weldon. "Elementary principals' attitudes towards the inclusion of students with disabilities in the general education setting." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4849.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Angstadt, Susan L. "Attitudes of elementary teachers toward the inclusion of students with disabilities in the regular classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

Full text
Abstract:
Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.
Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).
APA, Harvard, Vancouver, ISO, and other styles
33

Kofahl, Shelley. "The effect of co-teaching on students with disabilities in mathematics in an inclusion classroom." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140115.

Full text
Abstract:

This research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.

APA, Harvard, Vancouver, ISO, and other styles
34

Crouch, Rachel L. "PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/79.

Full text
Abstract:
The purpose of the study was to question rural general education teachers’ perceptions and attitudes on the inclusion of students with significant disabilities. The investigator surveyed rural general education teachers on their perceptions of what should be occurring in terms of inclusion and on what they saw as occurring in terms of inclusion of students with significant disabilities. The results yielded mixed perceptions and were generally positive in terms of the inclusion occurring within that school district.
APA, Harvard, Vancouver, ISO, and other styles
35

Holmes, Calandra C. "Effect of Coteaching on the Achievement of Middle School Students With Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5722.

Full text
Abstract:
From 2014 to 2015, full inclusion through coteaching practices (2 or more professionals providing instruction in the same classroom environment) was implemented at a rural southeastern middle school in Georgia to improve the low academic achievement of students with disabilities (SWDs). The problem is that 8th-grade SWDs score low on the reading and mathematics sections of the Standardized Assessment for Reading and Mathematics (STAR). The purpose of this quantitative quasi-experimental study was to examine the effect of coteaching on the achievement of 8th-grade SWDs in reading and mathematics as measured by the STAR. Vygotsky's zone of proximal development was the theoretical framework for this study because cognitive development can be enhanced with adult guidance and peer collaboration. The research questions focused on the difference in STAR gain scores between the coteaching SWDs participants and the SWDs with no coteaching. The sample was 96 8th-grade SWDs. A t test was used to compare the reading and mathematics gain scores between the academic years 2012 and 2014 (without inclusion/coteaching),46 SWDs and 2015-2017 (with inclusion/coteaching), 50 SWDs. Results showed that there were significant differences in the STAR performance after coteaching implementation in reading and mathematics, p = .045 and p = .004, respectively. This study may lead to positive social change by providing data to the local educational agency leaders, administrators, teachers, and the educational community to make informed decisions about the implementation of coteaching practices, to enhance instructional practices and teaching strategies, and to improve the academic achievement of SWDs allowing them the opportunity to become college and career ready, thus enhancing their postsecondary options.
APA, Harvard, Vancouver, ISO, and other styles
36

Maciel, AntÃnia KÃtia Soares. "Social attitudes of academic community of Federal University Of Ceara in connection with the inclusion of students with disabilities." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15037.

Full text
Abstract:
FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
This paper addresses the inclusion of students with disabilities in Higher Education Institutions (HEIs), taking as its object of study the social attitudes of teachers, students and employees of the Federal University of Cearà (UFC). The overall objective of the research is to investigate the social attitudes of the academic community of UFC regarding the inclusion of students with disabilities and specific objectives are: to verify how the social atitudes in the academic comunity of UFC are presented and to observe the differences these social attitudes among the courses surveyed. The research is quantitative and qualitative nature and use as an instrument of data collection Lickert Scale of Social Attitudes Toward Inclusion (ELASI) in the form A. The study included students, faculty and staff of the UFC, a total of 322 respondents the ELASI, divided between seven courses of Campi Fortress UFC, considering the presence of students with disabilities and the different areas of knowledge of each course. 5 undergraduate courses were selected for the research - Bachelor of Physical Education; Environmental Sciences (both courses have no students with disabilities enrolled); Letters-Portuguese Literature (with two students with disabilities: one with physical disabilities and other with deafness); Librarianship (with a student with multiple disabilities - low vision and disability / wheelchair user); and Computation (with 5 students with disabilities, low vision with 3 and 2 with disabilities) - 2 courses and Postgraduate: Masters in Psychology (with a student with blindness) and MSc in Chemistry (with a student with physical disabilities) . The results show that most of the courses studied had more favorable social attitudes toward inclusion of students with disabilities. However, no significant difference between the course of Computer comparing the following courses: Bachelor of Physical Education; Letters-Portuguese Literature; Masters Degree in Psychology and a Masters in Chemistry. It is noticed that the social attitudes of the respondents of the course Computer are less favorable compared to these courses mentioned, ie, the presence of students with disabilities in the course of Computer did not influence the participants more positive attitudes, as well as the area of knowledge this seems to favor more positive social attitudes, it is a course in the exact sciences and there is discussion about accessibility and inclusion of students with disabilities. Other differences were constadas between courses of Environmental Sciences and Master in Psychology, being the second most favorable social attitudes toward inclusion of students with disabilities and the comparison between the courses of Librarianship and Master in Psychology, in which attitudes social respondents of the Master in Psychology are more inclusive. However, it is considered that the social attitudes of the academic community of the UFC in general are more favorable toward inclusion, but in some courses surveyed there is a need for change more positive attitudes toward inclusion of students with disabilities.
Este trabalho aborda a inclusÃo de alunos com deficiÃncia em InstituiÃÃes de Ensino Superior (IES), tomando por objeto de estudo as atitudes sociais de professores, estudantes e funcionÃrios da Universidade Federal do Cearà (UFC). O objetivo geral da pesquisa à investigar as atitudes sociais da comunidade acadÃmica da UFC em relaÃÃo à inclusÃo de alunos com deficiÃncia e os objetivos especÃficos sÃo: verificar como se apresentam as atitudes sociais da comunidade acadÃmica da UFC e verificar se hà diferenÃa dessas atitudes sociais entre os cursos pesquisados. A pesquisa à de cunho quanti-qualitativo e utilizamos como instrumento de coleta de dados a Escala Lickert de Atitudes Sociais em RelaÃÃo à InclusÃo (ELASI) na forma A. Participaram deste estudo alunos, professores e funcionÃrios da UFC, no total de 322 respondentes da ELASI A, divididos entre sete cursos dos Campi de Fortaleza da UFC, considerando a presenÃa de alunos com deficiÃncia e as diferentes Ãreas do conhecimento de cada curso. Foram selecionados 5 cursos de graduaÃÃo para a realizaÃÃo da pesquisa â Licenciatura em EducaÃÃo FÃsica; CiÃncias Ambientais (ambos os cursos nÃo possuem alunos com deficiÃncia regularmente matriculados); Letras PortuguÃs-Literatura (com 2 alunos com deficiÃncia: uma com deficiÃncia fÃsica e outro com surdez); Biblioteconomia (com um aluno com deficiÃncia mÃltipla â baixa visÃo e deficiÃncia fÃsica/usuÃrio de cadeira de rodas); e ComputaÃÃo (com 5 alunos com deficiÃncia, 3 com baixa visÃo e 2 com deficiÃncia fÃsica) â e 2 cursos de PÃs-GraduaÃÃo: Mestrado em Psicologia (com uma aluna com cegueira) e Mestrado em QuÃmica (com um aluno com deficiÃncia fÃsica). Os resultados apontam que a maioria dos cursos pesquisados apresenta atitudes sociais mais favorÃveis em relaÃÃo à inclusÃo de alunos com deficiÃncia. No entanto, hà diferenÃa significativa entre o curso de ComputaÃÃo comparando aos seguintes cursos: Licenciatura em EducaÃÃo FÃsica; Letras PortuguÃs-Literatura; Mestrado em Psicologia e Mestrado em QuÃmica. Percebe-se que as atitudes sociais dos respondentes do curso de ComputaÃÃo sÃo menos favorÃveis quando comparados a estes cursos citados, ou seja, a presenÃa de alunos com deficiÃncia no curso de ComputaÃÃo nÃo influenciou nos participantes atitudes mais positivas, como tambÃm a Ãrea do conhecimento deste parece nÃo favorecer atitudes sociais mais positivas, pois à um curso da Ãrea de exatas e nÃo hà discussÃo sobre acessibilidade e inclusÃo de alunos com deficiÃncia. Outras diferenÃas foram constadas entre os cursos de CiÃncias Ambientais e de Mestrado em Psicologia, sendo o segundo com atitudes sociais mais favorÃveis em relaÃÃo à inclusÃo de alunos com deficiÃncia e na comparaÃÃo entre os cursos de Biblioteconomia e de Mestrado em Psicologia, em que as atitudes sociais dos respondentes do curso de Mestrado em Psicologia sÃo mais favorÃveis à inclusÃo. Contudo, considera-se que as atitudes sociais da comunidade acadÃmica da UFC, em geral, sÃo mais favorÃveis em relaÃÃo à inclusÃo, mas em alguns cursos pesquisados hà a necessidade de mudanÃas de atitudes mais positivas em relaÃÃo à inclusÃo de alunos com deficiÃncia.
APA, Harvard, Vancouver, ISO, and other styles
37

Alsulami, Bader. "PARENTS’ PERSPECTIVES ON INCLUSIVE SCHOOLS FOR STUDENTS WITH DISABILITIES IN SAUDI ARABIA." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/69.

Full text
Abstract:
In recent decades, inclusion has gained increasing international currency. In the Gulf region, Saudi Arabia in particular has made a sustained commitment to leadership in the humane, equitable inclusion of individuals with disabilities in its communities and the provision of appropriate, free public education for students with disabilities. Despite these achievements, students with disabilities remain segregated from general education students in separate classrooms, regardless of degree of disability. This study examined the perspectives of parents of students with and without disabilities in Saudi Arabia on placing their children in general education classrooms that are comprised of children with and without disabilities. Prior to this study, there were no quantitative data to indicate to what extent parents of children with and without disabilities in Saudi Arabia are receptive to inclusion. In order to address the gap in the quantitative data, this study used a quantitative, cross-sectional survey designed to examine the perspectives of parents. Knowing parents’ perspectives about inclusive education provides vital information to the public, researchers, and key decision-makers that could lead to advances in inclusive education. The study used a quantitative, cross-sectional survey to examine parents’ perspectives regarding inclusion in general and across four specific dimensions of inclusive practice, including impact on students with disabilities, impact on students without disabilities, impact on parents and families of students with disabilities, and impact on parents and families of students without disabilities. The study sought to answer questions about differences in parents’ perspectives based on five variables: whether the parent is the parent of a student with disabilities or the parent of a student without disabilities; severity of students’ disabilities; type of students’ disabilities; gender of the child; and academic level of the child. Additionally, the study sought to answer questions about differences in the respective impact of these variables and to determine which variables have the most significant role in shaping perspective toward inclusion. Although the methods of the study were quantitative, it also at times drew upon limited qualitative analysis of a single open-ended questionnaire item to supplement and explain aspects of the quantitative data. The findings of the study show that parents in Saudi Arabia hold generally positive perspectives regarding inclusion, but that these perspectives are often dependent on the severity and type of disability, as well as the training and staffing of qualified teachers and accessible school environments. In general, perspectives among both parents of students with and without disabilities were supportive of inclusion, indicating broad support in terms of global perspective, perspective of potential positive impact on students with disabilities, perspective on potential positive impact on students without disabilities, perspective on potential positive impact on families of students with disabilities, and perspective on potential positive impact on families of students without disabilities. Although both parents with and parents without indicated generally supportive global views towards inclusion, parents of students with disabilities tended to agree more strongly with statements supportive of inclusion than parents of students without disabilities. Parents of students with severe disabilities expressed the least agreement with statements supportive of inclusion. Both parents with and without expressed concerns regarding the preparation and provisioning of qualified teachers and paraprofessionals as a key factor in the success of inclusion. Respondents had concerns about the preparedness of teachers to instruct students with disabilities and students without disabilities in an inclusive general education classroom. Perspectives of the current study, however, placed greater and more strenuous emphasis upon concerns related to teacher preparedness, classroom accessibility, and classroom staffing. According to parents’ perspectives and comments in this study, the Saudi Arabia Ministry of Education must ensure that inclusive classrooms are staffed with qualified paraprofessionals, teaching assistants, and special education teachers for inclusion to be successful. Additionally, the successful implementation of inclusion would require adequate professional development and pedagogical training for classroom teachers, as well as adequate resources and support staff. Given the results of this survey, perhaps the first step in moving educational practices forward in Saudi Arabia will involve an open conversation between the Ministry of Education and parents of students with and without disabilities regarding what they want for their children. Educational policy and curriculum in Saudi Arabia are currently designed from a top-down model. The results of this study, however, show that there are grounds for a partnership between parents and the Ministry that advances educational goals for all students. In addition to continuing to expand opportunities for integration in public schools, experimental inclusive classrooms could be trailed in key regions to gather data and insights into what policies, teaching and instructional models, and models of parent-school collaboration and partnership could best advance classrooms and schools that effectively and humanely include all their members in the academic and social life of Saudi Arabia schools.
APA, Harvard, Vancouver, ISO, and other styles
38

Myers-Daub, Roni. "Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29938.

Full text
Abstract:
Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997 set higher standards for the education of students with disabilities. In addition, to the original purposes of the law that ensured a free and appropriate public education (FAPE) for students with disabilities in the least restrictive environment (LRE), amendments mandated that students with disabilities be included in state accountability and assessment systems, moving educators from an age of accessibility to an age of accountability. This legislation also ensured that students with disabilities have access to the general curriculum to the maximum extent appropriate, which has influenced educators toward including more students with disabilities in the general education environment. With the increasing numbers of students with learning disabilities (LD) educated in the general education environment, educators face the challenge of providing these students opportunities to access the general curriculum, while ensuring that they receive FAPE. Therefore, the purpose of this study was to explore the teaching practices of special and general educators in the planning, instruction, classroom management, progress monitoring, clinical assistance, and caring of students with LD in inclusive instructional settings to examine how they are aligning their practices to ensure FAPE for these students. Data were collected through a qualitative design, using focus group methodology. A total of 3 special educator and 3 general educator focus groups were conducted for data collection. Major findings that emerged included (a) the absence of common planning time, (b) the use of whole group instruction rather specialized instruction, (c) the unshared responsibility of classroom management, (d) the limited time dedicated to monitoring the learning and academic progress of students with LD, (e) the controversy surrounding adjusting instruction for students with LD, and (f) the importance of teachers showing students with LD that they care about them and their success. Data revealed that the practices of special and general educators align only in the areas of classroom management, particularly in providing classroom routines, and caring. In all other areas, not only do their practices not align, emphasis placed on each area varies within and between special and general educator focus groups.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
39

Cox, Margaret. "THE COMMITMENT OF ELEMENTARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3632.

Full text
Abstract:
The purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number of years working in an inclusive setting. A four-point Likert-type survey(Appendix A) adapted from a combination of Spencer Salend's (2008) "Teacher's Inclusion Survey and Interview Question to examine the Experience of Educators Working in Inclusive Classrooms" was used to collect the data. The data indicated that 57% of the respondents were committed to inclusive education, with special education teachers displaying a greater committment than their general education counterparts. In addition some of the earlier roadblocks to inclusive education such as needed support from administrators and ancillary personnel dealing with SWD, lack of resources, time for collaboration and consulation, along with a need for more training, still appear to be pervasive problems in implementing a fully inclusive program for all students nearly two decades later in contemporary schools.
Ed.D.
Department of Educational Studies
Education
Education EdD
APA, Harvard, Vancouver, ISO, and other styles
40

SKELTON, SEENA M. "TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990725564.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Emery, Alyssa A. "Understanding the Motivational and Affective Experiences of Students with Disabilities in STEM Classrooms." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500559484416098.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Florida, Julie. "Interventions in Solving Equations for Students with Mathematics Learning Disabilities : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30853.

Full text
Abstract:
Approximately 5 to 14% of school age children are affected by mathematics learning disabilities. With the implementation of inclusion, many of these children are now being educated in the regular education class- room setting and may require additional support to be successful in algebra. Therefore, teachers need to know what interventions are available to them to facilitate the algebraic learning of students with mathemat- ics learning disabilities. This systematic literature review aims to identify, and critically analyze, interventions that could be used when teaching algebra to these students. The five included articles focused on interven- tions that can be used in algebra, specifically when solving equations. In the analysis of the five studies two types of interventions emerged: the concrete-representational-abstract model and graphic organizers. The concrete-representational-abstract model seems to show it can be used successfully in a variety of scenarios involving solving equations. The use of graphic organizers also seems to be helpful when teaching higher- level algebra content that may be difficult to represent concretely. This review discovered many practical implications for teachers. Namely, that the concrete-representational-abstract model of intervention is easy to implement, effective over short periods of time and appears to positively influence the achievement of all students in an inclusive classroom setting. The graphic organizer showed similar results in that it is easy to implement and appears to improve all students’ learning. This review provided a good starting point for teachers to identify interventions that could be useful in algebra; however, more research still needs to be done. Future research is suggested in inclusive classroom settings where the general education teacher is the instructor and also on higher-level algebra concepts.
APA, Harvard, Vancouver, ISO, and other styles
43

Hersman, Bethany L. "The effects of adventure education on the social interactions of students with disabilities in general physical education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186493320.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Alquraini, Turki Abdullah. "Teachers' Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304526020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Farris, Troy K. "Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67981/.

Full text
Abstract:
This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing demands with the revised state accountability system. For example, students with disabilities are required to take the Texas Assessment Knowledge and Skills Test (TAKS) and on grade level. Hence, one of the strategies of schools has been to mainstream or include special education students in the regular classroom. Inclusion provides the opportunity for students with disabilities to be educated in the general education curriculum with their non-disabled peers. This study investigated the attitudes of Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. The principals' personal experiences, professional training, and formal training in inclusion were examined. This study was a qualitative study using survey methodology. The Principal's Inclusion Survey developed by Cindy Praisner and G.H. Stainback was distributed electronically to 1211 Texas high schools. With the permissions of Praisner and Stainback, the survey was loaded into Survey Monkey, which is a website for creation of professional online surveys. Data was analyzed using descriptive statistics. The return rate was 395 (32.1%) overall responses. The results of the study concluded that majority of the principals agreed that inclusion of students with disabilities into the general education classroom was the best placement for the disabilities listed in the survey. However, for the more severe disabilities, the principals favored a more non-inclusive setting. Those disabilities included mental retardation and serious emotional disturbance. For the cognitive disabilities, combinations of an inclusive and non-inclusive setting were chosen. Also revealed in the study is that principals did not receive inclusion training as part of their formal education, but more emphasis was placed on special education law. The results of the survey indicated more training should be provided for principals in inclusion during their formal training.
APA, Harvard, Vancouver, ISO, and other styles
46

Crumbacher, Christine Ann. "Core Content Teachers’ Prepardeness and Perception of Inclusive Education in Central Ohio Schools." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183149507.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Griffin, Amy. "Virginia Elementary School Principals' Experiences with the Unintended Consequences of Implementing Inclusion of Students with Disabilities." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/40393.

Full text
Abstract:
In order to meet the instructional, accountability, and staffing requirements of No Child Left Behind legislation (NCLB, 2001) and the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, elementary school principals are being challenged to include all students with disabilities into general education settings. The purpose of this study was to describe and analyze a sample of elementary school principals'experiences and views of the unintended consequences of implementing inclusion of students with disabilities in the Commonwealth of Virginia. Data were collected through a qualitative design, using focus group methodology and document analysis. Three focus groups were conducted consisting of elementary school principals from Virginia. Participants were asked to provide school and/or division level documents stating the philosophy or procedures regarding the inclusion of students with disabilities. The researcher also reviewed information and documents on the school and division websites of participants prior to focus group sessions. These documents were analyzed in regards to the role of the principal in relation to the inclusion of students with disabilities. Research questions and data collected were framed and analyzed using an educational system capacity framework developed by Florian, Hange, and Copeland (2000). The researcher interpreted and described how elementary school principals experience inclusion as affecting the role of the principal through the lens of human, organizational, structural, and resource capacities. Major findings that emerged included the following challenges that elementary school principals experience: (a) the inclusion/LRE debate; (b) their own lack of knowledge of special education and inclusion as well as the lack of knowledge of other key players; (c) limited staffing and scheduling options that offer the continuum of special education services in order to meet the unique needs of students with disabilities; (d) co-teaching conflicts; and (e) discipline concerns related to including students with disabilities in the general education setting.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
48

Smith, Thelma Gray. "A Principal's Leadership in the Implementation and Support of Inclusion." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77353.

Full text
Abstract:
The Individuals with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from the law, No Child Left Behind Act (NCLB), place increased emphasis on the performance of students with disabilities who must be included in the state assessment system, and meet the levels of proficiencies identified by the state for Adequate Yearly Progress in reading and math no later than 2013-2014. According to the literature, principals felt unprepared to provide the leadership in special education. The purpose of the case study of the leadership of a principal was to provide descriptions of practices in implementing and supporting inclusion so that instruction for children with disabilities can be delivered in general education classrooms. The data were triangulated from an interview with the principal, a focus group discussion of general and special education teachers, and examinations of physical artifacts. The findings revealed that the principal organized the school to support instruction of children with disabilities in general education classroom, planned intentionally for scheduling and grouping of students, expected general education and special education teachers to share equal responsibilities for instruction, used data to monitor the progress of students, developed visible and written procedures for academic and behavioral expectations, and collaborated with parents. Underlying each of the findings was the expectation that the faculty collaborate in understanding the impact of the disability upon learning, and problem solve interventions to positively affect academic outcomes for children with disabilities.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
49

Hung, Hsin-Ling. "Factors associated with the attitudes of nondisabled secondary school students toward the inclusion of peers who are deaf or hard of hearing in their general education classes." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110389807.

Full text
Abstract:
Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xx, 344 p.; also includes graphics (some col.). Includes bibliographical references (p. 279-293). Available online via OhioLINK's ETD Center
APA, Harvard, Vancouver, ISO, and other styles
50

Wood, Heather. "Teacher Use of Assistive Technology for Students with High Incidence Disabilities in Small Rural Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1635.

Full text
Abstract:
A significant achievement gap between students with disabilities and their peers without disabilities has led to increased inclusion of students with disabilities in the general education classroom. Assistive technology (AT) has the potential to improve access to the curriculum for students with high-incidence disabilities. Teachers are challenged with learning about, recommending, and implementing AT; yet little is known about how teachers in New Hampshire use AT or the needs for professional development (PD) in AT utilization. The purpose of this intrinsic case study was to understand how teachers in small rural New Hampshire schools utilized AT with students with high-incidence disabilities and teachers' needs for PD in AT use. Data were collected via semistructured interviews of 5 general and 5 special education teachers from 6 small rural middle and high schools. Using levels of AT literacy as a conceptual framework, data were coded and analyzed to identify common themes. Findings showed that teacher awareness and working knowledge of AT varied. Independent use of AT in reading and writing provided access to the general curriculum, allowing students to be included with their peers. Teachers reported wanting to learn more about the AT available and how to universally integrate AT into the general classroom. Findings informed the design of PD workshops and a learning network created to improve teacher knowledge and skills in AT integration. This study has the potential to decrease the achievement gap by improving access to the general curriculum for students with disabilities through improved teacher use of AT.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Inclusion of students with disabilities' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography