The Development and Validation of a Measure of Special Education Teachers' Attitudes toward the Individualized Educational Program

1991 ◽  
Vol 51 (4) ◽  
pp. 877-882 ◽  
Author(s):  
Lynne B. Ryan ◽  
Chauncy N. Rucker
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Educational Program ◽  
Teachers Attitudes ◽  
Development And Validation ◽  
Individualized Educational Program

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

scholarly journals Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Isabel R. Rodríguez ◽  
David Saldaña ◽  
F. Javier Moreno
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Perceived Needs ◽  
Attitudes Toward Teaching ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Teachers Attitudes ◽  
Education Of Students

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers’ attitude, and another about teachers’ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers’ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers.

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