General Educators' Attitudes Toward Students with Mild Disabilities and Their Use of Instructional Strategies

1999 ◽  
Vol 20 (1) ◽  
pp. 27-35 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Middle School ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
Special Educators ◽  
General Educators ◽  
School Level ◽  
Mild Disabilities ◽  
Attitudes Toward Students ◽  
Education Courses ◽  
Large Repertoire

In today's schools the demands of general educators to meet the diverse needs of their students have greatly increased. General educators need to have an increasingly large repertoire of instructional strategies to effectively meet their students' needs. In this study the frequency of several instructional strategies used by general educators at the middle school level (Grades 6, 7, and 8) was investigated. The frequency of the use of these instructional strategies by middle school teachers was compared to the amount of time they spent collaborating with special educators and also to the number of courses taken related to specialized techniques. This study also examined the attitudes general educators have toward the inclusion of students with mild disabilities. Findings indicated that the number of instructional strategies general educators use increases with the number of special education courses taken and the number of hours spent with special educators. In addition, some general educators may not have a positive attitude toward including students with disabilities in their classrooms. Discussion of these findings and implications for training are provided.

Workload Manageability Among Novice Special and General Educators: Relationships With Emotional Exhaustion and Career Intentions

2017 ◽  
Vol 38 (4) ◽  
pp. 246-256 ◽  
Author(s):  
Elizabeth Bettini ◽  
Nathan Jones ◽  
Mary Brownell ◽  
Maureen Conroy ◽  
Yujeong Park ◽  
...  
Keyword(s):  
Middle School ◽  
General Education ◽  
Emotional Exhaustion ◽  
Structural Equation ◽  
Special Educators ◽  
Early Career ◽  
General Educators ◽  
Equation Modeling ◽  
Career Intentions ◽  
Elementary And Middle School

Novice special educators (those in their first 3 years) consistently report their workloads are unmanageable. Yet, it is not clear whether their perceptions of workload manageability contribute to outcomes of concern such as emotional exhaustion (a component of burnout) or intentions to continue teaching in their schools and districts. This pilot investigation used structural equation modeling to analyze data collected for the Michigan Indiana Early Career Teacher Study. We found (a) novice elementary and middle school special educators rated their workloads less manageable than novice elementary and middle school general educators; (b) novice special and general educators’ ratings of workload manageability predicted emotional exhaustion, which mediated a relationship between workload manageability and career intentions; and (c) the magnitude of the relationships was stronger for novice general educators. Results have implications for supporting and retaining novice special and general education teachers.

Teacher and Administrator Attitudes toward Full Inclusion in Rural Mid-America

1997 ◽  
Vol 16 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Stanley E. Wigle ◽  
Daryl J. Wilcox
Keyword(s):  
School Districts ◽  
Service Delivery ◽  
Students With Disabilities ◽  
Special Educators ◽  
General Educators ◽  
Service Delivery Model ◽  
Full Inclusion ◽  
Delivery Model ◽  
K 12 ◽  
Administrator Attitudes

Full inclusion as a service delivery model for all students with disabilities has generated significant recent controversy. In this study, questionnaires were sent to a sample of special educators, general educators, and administrators in rural, mid-western K-12 school districts. The subjects were asked to respond to four statements relating to inclusion. The analyses of variances of the group responses indicated a very cautious attitude toward full inclusion among all of the subjects in this study. The implications of the findings for K-12 professionals are discussed.

scholarly journals Romanian Special Educators’ Attitudes toward Students with Disabilities

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Luminita Hartle ◽  
Mark Zablocki ◽  
Sharon Doubet ◽  
Amanda Quesenberry
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
Attitudes Toward Students

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 How middle school special and general educators make sense of and respond to changes in teacher evaluation policy

2020 ◽  
Vol 28 ◽  
pp. 59
Author(s):  
Alisha M. B. Braun ◽  
Peter Youngs
Keyword(s):  
Middle School ◽  
Teacher Evaluation ◽  
Students With Disabilities ◽  
Student Growth ◽  
General Educators ◽  
Roles And Responsibilities ◽  
Sensemaking Theory ◽  
Teacher Evaluation Policy ◽  
Multiple Case ◽  
Evaluation Policies

In this multiple case study, we apply sensemaking theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walkthroughs, and student growth measures. Our findings reveal that special educators experience conflict between the policy’s main elements and their understandings of how to effectively teach students with disabilities. Furthermore, special and general educators held contrasting beliefs regarding the appropriateness of evaluation. Our findings illustrate the importance of acknowledging differences in special and general educators’ roles and responsibilities and encourage policymakers to reconsider uniform teacher evaluation policies. 

Feedback about Integrating Middle-School Students with Severe Disabilities in General Education Classes

1991 ◽  
Vol 58 (3) ◽  
pp. 244-258 ◽  
Author(s):  
Jennifer York ◽  
Terri Vandercook ◽  
Cathy Macdonald ◽  
Cheri Heise-Neff ◽  
Ellen Caughey
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Special Educators ◽  
Severe Disabilities ◽  
General Educators ◽  
First Year ◽  
School Students ◽  
Preliminary Study ◽  
Students With Severe Disabilities

General educators, special educators, and classmates without disabilities were surveyed at the end of the first year that middle-school students with severe disabilities were integrated into general education classes in two suburban midwestern communities. Results of this preliminary study revealed many benefits for educators and students. Educators and classmates concurred that positive outcomes, particularly in the area of perceived social competence, were realized by the students with severe disabilities. Acceptance of these students by classmates was considered to have increased substantially. Educators felt the general class integration experiences were positive for themselves and for students, although there were differences in perspectives between general and special educators.

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