Economic and Demographic Predictors of Inclusive Education

2010 ◽  
Vol 32 (6) ◽  
pp. 496-505 ◽  
Author(s):  
Meghan E. Cosier ◽  
Julie Causton-Theoharis
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Demographic Factors ◽  
Future Research ◽  
Economic Factors ◽  
Education Expenditure ◽  
Demographic Predictors ◽  
Research Questions ◽  
General Education Classrooms

This study investigated economic and demographic predictors of levels of inclusion of students with disabilities in 129 school districts. Multiple regression analysis was utilized to address the following research questions: (a) Is there a relationship between economic factors and percentage of highly included students with disabilities in general education when controlling for demographic factors? and (b) Is there a relationship between demographic factors and percentage of highly included students with disabilities in general education classrooms when controlling for economic factors? Results suggest a significant relationship between the economic variables of general education expenditure and special education expenditure, and the amount of time students with disabilities are included in general education classrooms. Implications for practice and future research are discussed.

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Creating a Responsive Curriculum for Inclusive Schools

1996 ◽  
Vol 17 (3) ◽  
pp. 182-191 ◽  
Author(s):  
ALICE UDVARI-SOLNER ◽  
JACQUELINE S. THOUSAND
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Future Research ◽  
Promising Practices ◽  
Significant Disabilities ◽  
School Communities ◽  
Learner Centered ◽  
Inclusive Schools ◽  
General Education Classrooms ◽  
Theoretical Foundations

As school communities begin to serve students with significant disabilities in general education classrooms, there is a need to recognize and employ curriculum orientations and practices that interface with the purposes and principles of inclusive education. this article begins by offering reconstructionism---or the process of critique and reformulation of practice---as a useful orientation for viewing the design of curriculum in inclusive schools. sound theoretical foundations and the use of learner-centered, process-oriented, and communication-based instructional approaches are proposed as promising practices for designing a curriculum that is responsive to the needs of diverse learners. following this discussion, implications for future research are articulated.

scholarly journals Inclusive Vision Versus Special Education Reality

2020 ◽  
Vol 10 (9) ◽  
pp. 258
Author(s):  
James M. Kauffman ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Full Inclusion ◽  
Practical Reality ◽  
General Education Classrooms

The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student’s placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.

Implementing Instructional Adaptations for Students with Disabilities in Inclusive Classrooms

1998 ◽  
Vol 19 (2) ◽  
pp. 106-119 ◽  
Author(s):  
Barbara J. Scott ◽  
Michael R. Vitale ◽  
William G. Masten
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
General Educators ◽  
Future Research ◽  
Classroom Teachers ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
The Individual ◽  
General Education Classrooms

Examined are classroom teachers' perceptions and use of instructional adaptations in general education classes. General educators were found to be positive about the desirability/effectiveness and reasonability/feasibility of making instructional adaptations for students with disabilities. However, research also revealed that when these students are included in general education classrooms, their teachers are unlikely to alter their traditional whole-group instructional strategies in favor of specific individualized adaptations. In interpreting this inconsistency, we found that the literature identified lack of teacher training and limited school support as barriers to classroom teachers' being able to accommodate the individual needs of students in inclusive settings. Implications for practice and for future research are discussed.

Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms

2012 ◽  
Vol 117 (5) ◽  
pp. 349-367 ◽  
Author(s):  
Yun-Ching Chung ◽  
Erik W. Carter ◽  
Lynn G. Sisco
Keyword(s):  
General Education ◽  
Social Interactions ◽  
Students With Disabilities ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Research Directions ◽  
Close Proximity ◽  
Future Research Directions ◽  
General Education Classrooms

Abstract The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 students who used AAC and received services under the categories of autism or intellectual disability. Participants primarily interacted with their support personnel and infrequently conversed with peers despite often being in close proximity. Few interaction episodes were initiated by students who used AAC, and initiations to peers and adults appeared to serve somewhat different functions. Students with disabilities relied more heavily on facial expressions and gestures than on the use of their AAC devices. Recommendations for promoting interaction opportunities among students are offered, and future research directions are suggested.

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Advancing Teacher Candidates' Capabilities for Differentiated Instruction

2021 ◽  
pp. 77-99
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
General Education ◽  
Preservice Teacher ◽  
Differentiated Instruction ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Pedagogical Practices ◽  
Future Research ◽  
Future Research Directions ◽  
Psychology Course

This chapter illustrates pedagogical practices from an undergraduate educational psychology course focused on preparing preservice teacher candidates for inclusive education in grades 7-12 general classes. First, literature related to teacher preparation for multi-tiered inclusive education is reviewed. Next, an inclusive instructional project is showcased to pinpoint pedagogical approaches used for promoting preservice teacher candidates' capabilities for differentiated instruction and technology-enhanced instruction in general education. Finally, implications of pedagogical practices for promoting preservice teacher candidates' aptitude for teaching diverse students via differentiated instruction are discussed, and future research directions for examining effectiveness of teacher preparation in general education for inclusive education are suggested.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

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