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1.

The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities.  相似文献   

2.
Abstract

Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.  相似文献   

3.
Abstract

The purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes.  相似文献   

4.
Over the past 20 years, the number of teacher's aides in the United States has more than doubled, potentially in response to the growth of special education programs now taking place in general education schools. Surprisingly, little research at all has focused on the role that teacher's aides may play in improving student achievement, and no known study had examined this for students with disabilities. The author addressed this void by examining how teacher's aides link to achievement outcomes for students with disabilities in kindergarten. Using nationally representative data, the findings suggest that students with disabilities in full-day kindergarten have higher reading and mathematics outcomes at the end of kindergarten when the classroom has a teacher's aide. In contrast, there was no observed benefit for students with disabilities in part-day kindergarten. The size and strength of this relationship differs by individual characteristics and teacher and classroom characteristics. Implications are discussed.  相似文献   

5.
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6.
Abstract

Collaboration between general and special education teachers has been viewed as important to the successful education of students with disabilities who are served in inclusive classes. The purpose of this study was to analyze and compare the perceptions of a national sample of general and special education teacher educators regarding their perceptions of actual and ideal emphases placed on specific collaborative roles in teacher preparation programs for general and special education teachers. The authors analyzed the data and found significant differences between teacher educator perceptions of the degree of emphasis actually placed on collaborative roles and the degree of emphasis that should be placed on these roles in teacher preparation programs.  相似文献   

7.
Abstract

The purpose of this research was to examine the beliefs, attitudes, and knowledge of early childhood teacher candidates within the state of Texas about the inclusion of students with disabilities in the general education classroom. The “Inventory of Opinions About Persons with Disabilities” (IOPD) was utilized to collect self‐report data from preservice educators in their last semester of practical experience (i.e., student teaching or final intern semester) in 10 Texas universities. The return rate of the inventories was 70.85%, with data from 172 useable inventories reported in this study.

The research questions indicated early childhood teacher candidates held positive self‐perceptions (mean = 2.0388) about their beliefs, attitudes, and knowledge related to inclusion and students with disabilities. However, the participants reported less positive attitudes about training (mean = .09884).  相似文献   

8.

Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components of model programs. Additionally, multicultural special education literature helps frame the need to consider the interplay between programs that promote self-determination and culturally and linguistically diverse learners. Qualitative research methods, used with student participants, have the potential to inform preferred practices as well as research gaps in special education by capturing how diverse students respond to self-determination during postsecondary transition planning.  相似文献   

9.
ABSTRACT

The majority of deaf and hard of hearing (DHH) students are educated at least part of the day in general education classrooms taught by teachers who may not have any experience working with this population. DHH students make up a unique, heterogeneous group with a wide range of communication modalities, technology utilization, early intervention experiences, and educational placements. In addition to providing direct service to support these students, teachers of students who are deaf or hard of hearing (ToDHH) collaborate and consult with classroom teachers and school staff on classroom accommodations and modifications. However, recent research shows that ToDHH often feel unprepared to engage in the consultative aspect of their role. Since the Education for All Handicapped Children Act was passed 43 years ago, the field of deaf education has increasingly called for research on consultation models to apply to their unique population and to teach in their teacher preparation programs. This article identifies the characteristics of DHH learners and synthesizes current research on consultation in the field of deaf education. Three consultation models are examined to determine their level of fit within the field of deaf education. The author ends with a call for future research that can best be met through an interdisciplinary research approach between the field of deaf education and the fields of educational and psychological consultation.  相似文献   

10.
It is of great importance to maximize access to general education for all students with disabilities. This article focuses on how leaders create inclusive schools for all students—inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with significant disabilities, students with mild disabilities, students with emotional disabilities, students with autism … all students) and providing inclusive services to meet their needs while eliminating pullout or self-contained special education programs. In this article, we outline a 7-part process, as well as a set of tools for schools to use to create authentically inclusive schools.  相似文献   

11.
Teachers are responsible for providing an education to students of all ability levels. Recent data suggest that roughly 95% of students with a disability are receiving some form of education in their general education setting. Individuals with disabilities tend to engage in higher levels of disruptive behaviors (e.g., talking out in class, noncompliance, throwing materials) than peers without disabilities. With an increase in the number of students with disabilities receiving some form of education in their general education setting, teachers may be spending more time managing disruptive behaviors and less time teaching. Research suggests a strong relationship between classroom‐management techniques and academic achievement. These data highlight the importance of classroom‐management interventions that promote the learning of all students in the classroom. Despite the importance of classroom‐management techniques, a lack of training, as well as the feasibility of the interventions may prevent the ultimate adoption and long‐term success of effective techniques. Self‐management is a potential solution, as self‐management techniques can be easily trained and implemented.  相似文献   

12.
ABSTRACT

The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs.  相似文献   

13.
ABSTRACT

American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom.  相似文献   

14.
This article proposes a computer-mediated intersensory learning model as an alternative to traditional instructional approaches for students with learning disabilities (LDs) in the inclusive classroom. Predominant practices of classroom inclusion today reflect the six principles of zero reject, nondiscriminatory evaluation, appropriate education, least restrictive environment, procedural due process, and parental and student participation. These practices guide the amended Individuals with Disabilities Education Act (IDEA) of 2004. For nearly 35 years the act has championed for the rights of children with disabilities. The act mandates that students with LDs are educated in the general education classroom (Hock, Deshler, & Schumaker, 1999).  相似文献   

15.
Research Findings: Relying on a newly released national data set of kindergarten students from the 2010–2011 school year (Early Childhood Longitudinal Study–Kindergarten Class of 2010–2011), the findings suggest that having a greater percentage of same-needs classmates positively boosts both achievement and socioemotional outcomes among kindergartners. However, the overall degree of diversity in the classroom has no effect (either negative or positive) on these same outcomes. Practice or Policy: Alongside changes in schooling integration policies and grade promotion practices, the general education classroom is becoming increasingly diverse academically. It is notable that general education classrooms have been experiencing increases in the presence of children with disabilities and English language learners in addition to increases in the number of retained students. Prior empirical research typically isolated how 1 of these groups with high academic needs might have influenced the outcomes of other students in that same classroom. Rather than focusing on the influence of 1 student group, however, this study adopts a more holistic perspective by examining how the degree of diversity of high-needs classmates in a classroom might be linked to child outcomes.  相似文献   

16.
ABSTRACT

A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented.  相似文献   

17.
Mainstream research in the education of students with significant disabilities, which seeks to improve the ways these students can participate successfully in general education settings, has established the importance of teachers and classroom contexts in mediating relations between students with significant disabilities and their peers in the classroom. However, there is still a gap in the literature regarding the ways in which teacher practice, particularly teacher discourse, shapes the identities of these students. Drawing on the data from a study that examined the participation of students with significant disabilities in inclusive settings, this paper presents a case study of the relations between Harry, a first‐grade student with significant disabilities, and a peer student, Andrea. The paper weaves several theoretical frameworks – disability studies, narrative theory, and sociocultural theory – to offer an interpretation that directs attention to the forms of teacher mediation available to peer students in engaging with their classmates with significant disabilities.  相似文献   

18.
《学校用计算机》2013,30(3-4):53-65
Abstract

This paper details the use of the Internet by educators and parents of students with disabilities, software tools that make the Internet accessible to students with special needs, and the state of Web-based instruction for these students. Issues are discussed that relate to current research with students with various disabilities as well as the scarcity of research with special education students using the Internet.  相似文献   

19.
Abstract

Special education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught children from the local urban community, thus developing their collaboration and co-teaching skills under the supervision of university faculty. Although citing challenges such as time constraints and overcoming personality differences, the majority of these preservice special educators reported growth in their teaching skills as the main outcome of this fieldwork in co-planning and co-instructing lessons to meet the diverse learning needs of children from the local community. These preservice special educators’ perceptions of this co-teaching fieldwork experience highlight the importance of special education teacher preparation programs that explicitly train students in collaboration and co-teaching skills.  相似文献   

20.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.  相似文献   

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