Journal ArticleDOI
General Education Teachers' Beliefs, Skills, and Practices in Planning for Mainstreamed Students with Learning Disabilities
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TLDR
In this paper, the authors investigate general education teachers' beliefs, skills, and practices in planning and making adaptations for students with learning disabilities (LD) mainstreamed into general education.Abstract:
The purpose of this study was to investigate general education teachers' beliefs, skills, and practices in planning and making adaptations for students with learning disabilities (LD) mainstreamed into general education. Participating teachers were identified by administrators and peers as being effective in working with students with LD. Sixty teachers (20 elementary, 20 middle school, and 20 high school) completed a survey instrument assessing teachers' beliefs, skills, and practices. A subset of the initial cohort of teachers (n = 12) also participated in extensive interviews and classroom observations to provide additional insight into their adaptive instructional practices. Results indicated that even among skilled teachers gaps exist between beliefs, practices, and skills. Discussion focuses on teacher beliefs, skills, and practices and differences among teachers in the three grade groupings.read more
Citations
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History, Rhetoric, and Reality: Analysis of the Inclusion Debate
TL;DR: The history of the integration of students with disabilities into general education classrooms is examined in this article by tracing the movement from mainstreaming and the least restrictive environment in 1975, to the call for a more integrated system during the 1980s under the Regular Education Initiative, and to full inclusion of all students in age-appropriate general education classroom, with no separate special education.
Journal ArticleDOI
Inclusion needs a different school culture
TL;DR: In this paper, a social constructivist perspective on teachers' beliefs acknowledges that teachers have their ideals and this knowledge influences their actions in the implementation of inclusive schooling, which happens within a social and cultural context of the school and the community.
Journal ArticleDOI
Moving Toward Inclusive Practices
TL;DR: In this paper, the authors describe a change model that was developed and implemented over 3 years in two southern California school districts to promote inclusive practices, with the participants reporting benefits for students with disabilities, the general education student population, and educational practices of general and special educators.
Journal ArticleDOI
Responsible Inclusion for Students with Learning Disabilities
Sharon Vaughn,Jeanne Shay Schumm +1 more
TL;DR: In this paper, the authors contrast responsible with irresponsible inclusion practices for students with learning disabilities, and propose guidelines for responsible inclusion are that the student and family are considered first, teachers choose to participate in inclusion classrooms, adequate resources are provided for inclusion classrooms and models are developed and implemented at the school-based level.
Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities : Critical defferences of opinion
TL;DR: In this paper, the authors investigated the attitudes of 49 principals and 64 special education teachers regarding the inclusion of students with mild disabilities in the regular education initiative teacher survey (Semmel, Abernathy, Butera, & Lesar, 1991).
References
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Basics of Qualitative Research
Book
Life in Classrooms
TL;DR: In this article, the authors describe school as a place where tests are failed and passed, where amusing things happen, where new insights are stumbled upon, and skills acquired, and new skills are acquired.
Journal ArticleDOI
Implication of Research on Teacher Belief
TL;DR: The need for an elaborate personal belief system among teachers arises out of the many uncertainties endemic to classroom teaching: in a landscape without bearings, teachers create and internalize their own maps as discussed by the authors.
Journal ArticleDOI
Teachers' beliefs about teaching and learning: A constructivist perspective.
TL;DR: The authors identifies important aspects of current thinking that may get in the way of teachers adopting a constructivist approach to teaching and learning, which may be overcome if teachers are willing to rethink their views on a number of issues.
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