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.

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.

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

1997 ◽  
Vol 64 (1) ◽  
pp. 7-18 ◽  
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.

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

2001 ◽  
Vol 67 (4) ◽  
pp. 485-498 ◽  
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.

Inclusive Practices of Classroom Teachers

1996 ◽  
Vol 17 (4) ◽  
pp. 217-225 ◽  
Author(s):  
MARGARET E. KING-SEARS ◽  
CRAIG S. CUMMINGS
Keyword(s):  
General Education ◽  
Visual Analysis ◽  
General Educators ◽  
Classroom Teachers ◽  
Inclusive Practices ◽  
New Methods ◽  
Comfort Levels ◽  
General Education Classrooms ◽  
New Procedures

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.

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.

Inclusion

1996 ◽  
Vol 17 (5) ◽  
pp. 323-328 ◽  
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.

Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators

2018 ◽  
Vol 102 (4) ◽  
pp. 303-322
Author(s):  
Anne C. Sinclair ◽  
Laura E. Bray ◽  
Yan Wei ◽  
Erin E. Clancy ◽  
Jade Wexler ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
School Administrators ◽  
Content Area ◽  
Learning Needs ◽  
Teachers Perceptions ◽  
Content Area Instruction ◽  
Leadership Decisions ◽  
General Education Classrooms ◽  
Guiding Questions

Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers’ perceptions of coteaching found that teachers often viewed their schools’ leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers’ perceptions of how their schools’ leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching.

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.

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

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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