Elementary School Teachers' Desired Model for the Inclusion of Students with Disabilities

2013 ◽  
Vol 16 (2) ◽  
pp. 114-128 ◽  
Author(s):  
Bella Gavish ◽  
Sarah Shimoni

Abstract The study sought to determine which kind of models are suitable for the inclusion of students with disabilities in school and classroom settings, based on the views of general education teachers. Israeli general education teachers were asked to create a constraints free, 'Best case scenario' model, for the implementation of inclusion. Participants had difficulties visualizing a 'constraints free' scenario, thus most of them preferred to suggest some particular ideas for improving the actual situation. The teachers' responses enabled us to build a single composite model that contains within it seven dimensions: the awareness dimension, the moral dimension, the knowledge dimension, the organizational dimension, the ecological-logistical dimension, the social dimension, and the pedagogic-didactic dimension. These seven dimensions surround a “core” that is concerned with: cultivating a new school climate and language in which inclusion is an integral component of the school's overall character − under the leadership of the school principal. The model's uniqueness lies in its apparent richness, its net-like structure, its holism and − particularly − in its “emergence from the field”.

2021 ◽  
Author(s):  
Penny Diamantouros

This qualitative study explored how well prepared first year teachers feel in teaching children with disabilities in the regular classroom. Six elementary school teachers, recent graduates from Faculties of Education in Ontario were interviewed. Findings indicate that the teachers in this study do not feel that their pre-service education program prepared them for the reality of teaching students with disabilities in the regular classroom, and that they will need to look to their School Board for further training. In addition, many feel that they lack the knowledge necessary to design and implement an IEP. The importance of further preparation for first year teachers to work with students with IEPs is discussed and explored.


2021 ◽  
Author(s):  
Penny Diamantouros

This qualitative study explored how well prepared first year teachers feel in teaching children with disabilities in the regular classroom. Six elementary school teachers, recent graduates from Faculties of Education in Ontario were interviewed. Findings indicate that the teachers in this study do not feel that their pre-service education program prepared them for the reality of teaching students with disabilities in the regular classroom, and that they will need to look to their School Board for further training. In addition, many feel that they lack the knowledge necessary to design and implement an IEP. The importance of further preparation for first year teachers to work with students with IEPs is discussed and explored.


1996 ◽  
Vol 63 (1) ◽  
pp. 59-74 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for policy and practice are provided.


2020 ◽  
pp. 0013189X2095517
Author(s):  
Ijun Lai ◽  
W. Jesse Wood ◽  
Scott A. Imberman ◽  
Nathan D. Jones ◽  
Katharine O. Strunk

Although most students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated whether these students have suitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and students without disabilities (non-SWDs) in the Los Angeles Unified School District, examining how access varies within schools as well as across school-level disadvantage rates. We leverage several different indicators of teacher effectiveness for general education teachers who instruct both SWDs and non-SWDs. We find that SWDs are significantly more likely to have teachers with lower math value-added (–0.024 standard deviations) than their non-SWD peers, and we find emerging gaps in teacher evaluation scores and exposure to novice teachers. In general, these gaps do not vary by school-level disadvantage.


1997 ◽  
Vol 18 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Myrna R. Olson ◽  
Lynne Chalmers ◽  
John H. Hoover

School principals and special education teachers identified general education teachers who were the most skilled at including students with disabilities in their classrooms. After 10 individuals identified by both principals and special educators were interviewed, seven themes emerged. These teachers (a) described their own personalities as tolerant, reflective, and flexible; (b) accepted responsibility for all students; (c) described a positive working relationship with special educators; (d) reported adjusting expectations for integrated students; (e) indicated that their primary inclusionary attitude was showing interpersonal warmth and acceptance in their interactions with students; (f) felt that there was insufficient time available for collaboration; and (g) expressed reservations about fully including all students. Results are discussed in terms of teacher preparation, administrative practices, implications for increased inclusion, and suggestions for further research.


1997 ◽  
Vol 22 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Pam Hunt ◽  
Felicia Farron-Davis ◽  
Mary Wrenn ◽  
Anne Hirose-Hatae ◽  
Lori Goetz

An analysis was conducted of the effectiveness of a multicomponent intervention designed to increase the social inclusion of three elementary-aged students with disabilities who were full-time members of general education classrooms. The intervention package included: (a) provision of information to classmates about the communication system and adapted curriculum and materials of the student with disabilities during natural opportunities, and regularly scheduled class meetings; (b) identification and utilization of various media (including “conversation books”) that could serve as the basis for interactive exchanges between the focus students and others; and (c) facilitation by educational staff of social exchanges between students and their classmates through the establishment of “partner systems,” arrangement of interactive activities across the day, and prompting and interpreting communicative exchanges when necessary. All aspects of the intervention, with the exception of the weekly class meetings, were implemented by educational staff including the general education teachers, inclusion support teachers, and instructional assistants. Analyses of the interaction patterns between the focus students and others suggsted that implementation of the social support package facilitated increased exchanges with peers that were more “balanced,” with the focus students more often initiating the interactions and providing information, rather than receiving communication or assistance. In addition comparisons of the interactions between the focus students and their peers with those of selected classmates revealed closer approximations to typical student-student exchanges during the intervention versus baseline condition. Finally, the social validity of changes in interaction patterns between the focus students and their classmates was evaluated.


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