Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States

2005 ◽  
Vol 52 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Errol Dupoux ◽  
Clara Wolman ◽  
Elisa Estrada
Keyword(s):  
United States ◽  
Students With Disabilities ◽  
The United States ◽  
Teachers Attitudes

Teacher Attitudes in Italy After Twenty Years of Inclusion

1998 ◽  
Vol 19 (6) ◽  
pp. 350-356 ◽  
Author(s):  
Cesare Cornoldi ◽  
Alessandra Terreni ◽  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
United States ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Central Italy ◽  
National Policy ◽  
The United States ◽  
Attitudes Toward Inclusion ◽  
Teachers Attitudes

In 1977, Italy adopted a national policy on inclusion, whereby separate schools for students with disabilities were virtually eliminated in favor of neighborhood schools and general education classrooms. Substantial support was provided to general education teachers with respect to favorable class sizes and availability of special education teachers. The purpose of this study was to determine the nature of Italian teachers' attitudes toward inclusion after 20 years of inclusion policies and practice. A total of 523 education teachers in Northern and Central Italy responded to a survey that was based on common core items taken from a review of previous surveys conducted in America. Overall support for the concept of inclusion was found to be very strong. However, Italian teachers responded far less positively on practical items addressing their satisfaction with time, training, personnel assistance, and resources provided for inclusion efforts. These attitudes were also compared with teacher attitudes toward inclusion reported in similar surveys in the United States. Implications for inclusion practices in the United States are discussed.

Silent Maps as Professional Communication: Intersections of Sociospatial Considerations and Information Accessibility

2018 ◽  
Vol 81 (4) ◽  
pp. 421-439
Author(s):  
Leah Heilig
Keyword(s):  
United States ◽  
Students With Disabilities ◽  
The United States ◽  
Postsecondary Institutions ◽  
Professional Communication ◽  
Web Content ◽  
Digital Maps ◽  
Interactive Maps ◽  
Legal Obligations ◽  
Information Accessibility

Using interactive digital maps is now common practice for most universities. Increasingly, more users are introduced to their academic workplaces through online content such as Google Street View and virtual tours. Students with disabilities depend on environmental information to navigate the barriers they face on campus. While most webmasters for postsecondary institutions in the United States know their legal obligations for accommodation in the delivery of web content, legal conformance does not necessarily reflect awareness for social or spatial considerations in the design of campus digital maps. This study discusses an accessibility audit and content analysis of these interactive maps.

Availability of State-Based Obesity Surveillance Data on High School Students with Disabilities in the United States

2014 ◽  
Vol 19 (5) ◽  
pp. 1152-1161 ◽  
Author(s):  
Kiyoshi Yamaki ◽  
Brienne Davis Lowry ◽  
Emilie Buscaj ◽  
Leigh Zisko ◽  
James H. Rimmer
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
The United States ◽  
Surveillance Data ◽  
School Students

Chinese language teachers’ instructional contexts, knowledge, and challenges in teaching students with special needs

2016 ◽  
Vol 51 (2) ◽  
pp. 138-163
Author(s):  
Wenxia Wang ◽  
Nai-Cheng Kuo
Keyword(s):  
United States ◽  
Students With Disabilities ◽  
Chinese Language ◽  
The United States ◽  
Language Teachers ◽  
Chinese Education ◽  
Students With Special Needs ◽  
Chinese Language Teachers ◽  
Instructional Contexts ◽  
K 12

Guided by Shulman’s (1987) concept of pedagogical content knowledge (PCK), this study investigates pre-service and new Chinese language teachers’ instructional contexts, their PCK, and their challenges in teaching Chinese to students with disabilities in public K-12 schools in two Midwestern states in the United States. Both quantitative and qualitative data were collected from a survey. The study finds that Chinese language teachers are teaching in very complicated and difficult contexts for students with disabilities, and they are facing tremendous challenges, which may have contributed to their lack of PCK and seriously undermined their confidence and instruction as well. Therefore, more assistance and support are needed for public K-12 Chinese teachers in the U.S. inclusive classroom to promote more sustained development of Chinese education. Since there has been little research on this aspect of K-12 Chinese education in the United States, this study may help prompt more discussion on the topic in our field.

scholarly journals College Students with Disabilities Explain Challenges Encountered in Professional Preparation Programs

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Maureen E Squires ◽  
Brad Countermine
Keyword(s):  
Higher Education ◽  
United States ◽  
Students With Disabilities ◽  
Relevant Literature ◽  
The United States ◽  
Professional Preparation ◽  
Literature Discussion ◽  
Preparation Programs ◽  
College Students With Disabilities ◽  
Comprehensive College

Throughout the United States, students with disabilities (SWD) are entering higher education in greater numbers than in the past; they also encounter barriers that negatively impact their college experience. This qualitative study explores the challenges of SWD at a public comprehensive college in the northeastern United States. Our research questions include the following: What are the internal and external challenges of college SWD in professional preparation programs? What might this mean for practice in higher education? In total, 541 participants completed an open-ended survey. Of this group, 45 participants disclosed having a disability, and 12 participated in follow-up interviews. Primary themes that emerged from this study include under- developed self-determination skills, lack of understanding (by SWD and faculty), the stigma associated with disabilities, and ineffective accommodations and support services. What follows is a review of relevant literature, discussion of findings, and presentation of implications for college SWD and professionals in higher education.

scholarly journals The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

2009 ◽  
Vol 11 (2) ◽  
pp. 3-13 ◽  
Author(s):  
Peggy Gill ◽  
Ross Sherman ◽  
Cynthia Sherman
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Field Experience ◽  
The United States ◽  
Initial Field ◽  
General Education Setting ◽  
The Impact ◽  
Attitude Toward Inclusion

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.

scholarly journals Students’ Perception on the Relative Fairness of Selected Educational Accommodations

2016 ◽  
Vol 1 (2) ◽  
pp. 99-109 ◽  
Author(s):  
Randall Boen ◽  
Thomas D. Upton ◽  
Nicole Knickmeyer ◽  
Azzahrah Anuar
Keyword(s):  
United States ◽  
Students With Disabilities ◽  
The United States ◽  
Public University ◽  
Future Research ◽  
Level Of Education ◽  
University Level ◽  
Educational Accommodations

The purpose of this study is to assess the relative fairness of selected educational accommodations provided to peers who have disabilities. This study utilized two scales developed by Upton (2000) which quantifies the relative fairness that students perceive towards the provision of selected educational accommodations. The findings of this study yielded evidence to support that level of education at a university level might have an influence on the students’ perceptions about educational accommodations offered to the students with disabilities. These surveys were distributed to around 409 students at a mid-size southern public university in the United States. Implications of these findings and suggestions for future research are provided.Keywords: students with disabilities; educational accommodations

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