Inclusive Practices of Classroom Teachers

MAJOR DETERMINANTS OF THE FREQUENCY AND LEVEL OF INCLUSIVE PRACTICES FOUND IN GENERAL EDUCATION CLASSROOMS ARE THE COMFORT, COMPETENCE, AND PROFICIENCY THAT EDUCATORS FEEL WHILE IMPLEMENTING NEW PROCEDURES. THE PURPOSE OF THIS ARTICLE IS TO DESCRIBE PRACTICES THAT GENERAL EDUCATORS HAVE USED TO SUCCESSFULLY IMPLEMENT INCLUSION. A VISUAL ANALYSIS REPRESENTING EDUCATORS COMFORT LEVELS WITH SOME METHODS KNOWN TO BE EFFECTIVE FOR IMPLEMENTING INCLUSION IS DESCRIBED AS A MEANS OF TARGETING KEY AREAS IN WHICH EDUCATORS DESIRE PREPARATION AND SUPPORT. PROCEDURES FOR REPLICATING THESE METHODS ARE DESCRIBED, AND ACTIONS NECESSARY TO INCREASE EDUCATORS' EXPERTISE AND COMPETENCE WITH NEW METHODS—ESSENTIAL FOR SUCCESSFUL INCLUSION—ARE REPORTED.

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Implementing Instructional Adaptations for Students with Disabilities in Inclusive Classrooms

Remedial and Special Education ◽

10.1177/074193259801900205 ◽

1998 ◽

Vol 19 (2) ◽

pp. 106-119 ◽

Cited By ~ 63

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.

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Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

Council review ◽

10.1177/001440299706400101 ◽

1997 ◽

Vol 64 (1) ◽

pp. 7-18 ◽

Cited By ~ 170

Author(s):

Michael F. Giangreco ◽

Susan W. Edelman ◽

Tracy Evans Luiselli ◽

Stephanie Z. C. Macfarland

Keyword(s):

General Education ◽

Students With Disabilities ◽

Policy Development ◽

Classroom Practices ◽

Peer Interactions ◽

Personal Control ◽

General Educators ◽

Instructional Assistants ◽

Instructional Assistant ◽

General Education Classrooms

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.

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Respect, Appreciation, and Acknowledgment of Paraprofessionals Who Support Students with Disabilities

Council review ◽

10.1177/001440290106700404 ◽

2001 ◽

Vol 67 (4) ◽

pp. 485-498 ◽

Cited By ~ 34

Author(s):

Michael F. Giangreco ◽

Susan W. Edelman ◽

Stephen M. Broer

Keyword(s):

General Education ◽

Students With Disabilities ◽

Special Educators ◽

School Personnel ◽

Classroom Teachers ◽

Individual Interviews ◽

K 12 ◽

Support Students ◽

General Education Classrooms

This article describes the experiences of 103 school personnel, including classroom teachers, paraprofessionals, special educators, and administrators who worked in four schools, Grades K-12. Data were collected during 22 school visits and 56 individual interviews. Six themes were identified pertaining to how school personnel think about and act upon, issues of respect, appreciation, and acknowledgment of paraprofessionals who work in general education classrooms supporting students with and without disabilities. The themes included (a) nonmonetary signs and symbols of appreciation, (b) compensation, (c) being entrusted with important responsibilities, (d) noninstructional responsibilities, (e) wanting to be listened to, and (f) orientation and support. The article concludes with a discussion of implications for how these data might be applied in schools.

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Close to the Classroom is Close to the Bone: Coaching as a Means to Translate Research into Classroom Practice

Council review ◽

10.1177/001440299506200105 ◽

1995 ◽

Vol 62 (1) ◽

pp. 52-66 ◽

Cited By ~ 97

Author(s):

Russell Gersten ◽

Martha Morvant ◽

Susan Brengelman

Keyword(s):

General Education ◽

Reading Instruction ◽

Classroom Practice ◽

General Educators ◽

Students With Learning Disabilities ◽

Project Staff ◽

Qualitative Research Methodology ◽

Key Issues ◽

General Education Classrooms

This study explored the use of coaching as a way to bring research-based teaching practices into general education classrooms to improve the quality of reading instruction provided to students with learning disabilities. Project staff trained and mentored district special educators on the process of coaching. Qualitative research methodology was used to analyze the process of expert consultation and to better understand the process of change. Key issues that emerged included differences in the ways that special and general educators conceptualize teaching, the differing concerns and priorities between special and general educators, and the anxieties inherent in an observation and feedback process.

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Inclusion

Remedial and Special Education ◽

10.1177/074193259601700508 ◽

1996 ◽

Vol 17 (5) ◽

pp. 323-328 ◽

Cited By ~ 14

Author(s):

STANLEY E. WIGLE ◽

DARYL J. WILCOX

Keyword(s):

Preservice Teachers ◽

Teacher Preparation ◽

General Education ◽

Students With Disabilities ◽

Least Restrictive Environment ◽

Teacher Preparation Program ◽

Classroom Teachers ◽

Preparation Program ◽

Restrictive Environment ◽

General Education Classrooms

There has been a great deal of controversy surrounding the inclusion of students with disabilities in general education classrooms. when students with disabilities are included in general education classrooms, such placements must be congruent with the concept of least restrictive environment (lre). five criteria are identified in this article as elements important to the establishment of an lre within inclusive general education classrooms. these criteria have implications for the preparation of preservice teachers. these implications are the foci for suggested teacher preparation program elements related to the efficacy of preservice classroom teachers.

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Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.4.100 ◽

2010 ◽

Vol 19 (4) ◽

pp. 100-107 ◽

Cited By ~ 1

Author(s):

Lindsay Kessel ◽

Linda Sue Sickman

Keyword(s):

Elementary Education ◽

General Education ◽

Augmentative And Alternative Communication ◽

General Education Teachers ◽

Classroom Teachers ◽

Education Majors ◽

Alternative Communication ◽

Elementary Education Majors ◽

Education Major ◽

Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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The (Mis) Education of Immigrant Children in Today’s America

European Journal of Language and Literature ◽

10.26417/ejls-2019.v5i2-199 ◽

2019 ◽

Vol 5 (2) ◽

pp. 32

Author(s):

Gabriela E. Gui

Keyword(s):

General Education ◽

Immigrant Students ◽

Geographical Location ◽

Personal Characteristics ◽

Immigrant Children ◽

Playing Field ◽

Survey Interviews ◽

The Individual ◽

The Relationship ◽

General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

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Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

Behavioral Disorders ◽

10.1177/01987429211012020 ◽

2021 ◽

pp. 019874292110120

Author(s):

Margaret T. Floress ◽

Amy M. Briesch ◽

Lyndsay N. Jenkins ◽

Kaylee A. Hampton

Keyword(s):

General Education ◽

High School Teachers ◽

Generalizability Theory ◽

Teacher Behavior ◽

School Teachers ◽

Future Directions ◽

Teacher Praise ◽

Behavior Specific Praise ◽

General Education Classrooms ◽

Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

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Explaining the Decline in Special Education Teacher Employment From 2005 to 2012

Council review ◽

10.1177/0014402916684620 ◽

2017 ◽

Vol 83 (3) ◽

pp. 315-329 ◽

Cited By ~ 14

Author(s):

Jim Dewey ◽

Paul T. Sindelar ◽

Elizabeth Bettini ◽

Erling E. Boe ◽

Michael S. Rosenberg ◽

...

Keyword(s):

Special Education ◽

General Education ◽

Special Education Teachers ◽

Public Law ◽

General Educators ◽

Special Education Teacher ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Disability Prevalence ◽

Constituent Elements

Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary purpose of this investigation was to determine factors that contributed to this decline. We parsed change in number of special education teachers employed into four constituent elements and found that these recent reductions were fueled by decreases in disability prevalence and the relative ratio of teachers to students in special versus general education, which favored the latter. These changes have important implications for teacher preparation programs’ efforts to adequately prepare special and general educators and for policies designed to improve teacher quality.

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