General Education Teachers' Perceptions of the Prereferral Intervention Team Process

2004 ◽  
Vol 15 (1) ◽  
pp. 1-39 ◽  
Author(s):  
Karen E. Slonski-Fowler ◽  
Stephen D. Truscott
Keyword(s):  
General Education ◽  
General Education Teachers ◽  
Prereferral Intervention ◽  
Team Process ◽  
Teachers Perceptions ◽  
Intervention Team

Related Services Research for Students With Low-Incidence Disabilities

2000 ◽  
Vol 31 (3) ◽  
pp. 230-239 ◽  
Author(s):  
Michael F. Giangreco
Keyword(s):  
General Education ◽  
General Education Teachers ◽  
Team Approach ◽  
Team Size ◽  
Team Process ◽  
Services Research ◽  
Related Services ◽  
Team Members ◽  
Consumer Perspectives ◽  
Low Incidence

When speech-language pathologists provide educationally related services for students with low-incidence disabilities who are placed in inclusive classrooms, they are asked to work with a variety of other adults. The ways in which these adults make decisions about individualizing a student’s educational program, determine related services, and coordinate their activities have an impact on educational outcomes for students as well as on interprofessional interactions. This article summarizes a team process for making related services decisions called VISTA (Vermont Interdependent Services Team Approach) and a series of nine research studies pertaining to the use and impact of VISTA. It also addresses related topics, such as team size, consumer perspectives, and paraprofessional supports. Five major implications from these studies are offered concerning (a) developing a disposition of being an ongoing learner, (b) developing a shared framework among team members, (c) having a research-based process to build consensus, (d) clarifying roles, and (e) increasing involvement of families and general education teachers.

scholarly journals General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

2021 ◽  
Author(s):  
Yasamin Bolourian ◽  
Ainsley Losh ◽  
Narmene Hamsho ◽  
Abbey Eisenhower ◽  
Jan Blacher
Keyword(s):  
General Education ◽  
The United States ◽  
Elementary Classrooms ◽  
General Education Teachers ◽  
Mixed Methods Study ◽  
Relationship Building ◽  
Pedagogical Practices ◽  
Teachers Perceptions ◽  
Social Difficulties ◽  
Core Symptoms

AbstractTo identify target areas for professional development, this mixed-methods study examined general education teachers’ perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers’ most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students’ special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.

The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching

1994 ◽  
Vol 15 (5) ◽  
pp. 297-310 ◽  
Author(s):  
PEGGY C. LITTRELL ◽  
BONNIE S. BILLINGSLEY ◽  
LAWRENCE H. CROSS
Keyword(s):  
Job Satisfaction ◽  
General Education ◽  
Intent To Stay ◽  
General Education Teachers ◽  
General Educators ◽  
Personal Health ◽  
Principal Support ◽  
Teachers Perceptions ◽  
Work Related ◽  
School Commitment

THE PRIMARY PURPOSE OF THIS STUDY WAS TO IDENTIFY SPECIAL AND GENERAL TEACHERS' PERCEPTIONS OF PRINCIPAL SUPPORT. TEACHERS INDICATED THE EXTENT TO WHICH THEY RECEIVED VARIOUS TYPES OF SUPPORT AS WELL AS THE IMPORTANCE OF EACH TYPE OF SUPPORT. WE ALSO INVESTIGATED THE EFFECTS OF PERCEIVED PRINCIPAL SUPPORT ON TEACHER STRESS AND PERSONAL HEALTH, JOB SATISFACTION, SCHOOL COMMITMENT, AND INTENT TO STAY IN TEACHING. QUESTIONNAIRES INCLUDING MEASURES OF SUPPORT, STRESS, JOB SATISFACTION, SCHOOL COMMITMENT, PERSONAL HEALTH, AND INTENT TO STAY WERE RECEIVED FROM 385 SPECIAL AND 313 GENERAL EDUCATION TEACHERS IN VIRGINIA. GENERALLY, RATINGS OF SUPPORT WERE SIMILAR FOR GENERAL AND SPECIAL EDUCATORS. CROSS-VALIDATED REGRESSION RESULTS INDICATE THAT WORK-RELATED VARIABLES ARE BETTER PREDICTORS OF EXTENT OF SUPPORT THAN ARE DEMOGRAPHIC VARIABLES. FURTHER, SPECIFIC TYPES OF SUPPORT ARE SIGNIFICANT PREDICTORS OF JOB SATISFACTION, SCHOOL COMMITMENT, AND PERSONAL HEALTH.

A National Survey of General Education Teachers' Perceptions of Testing Adaptations

1996 ◽  
Vol 30 (1) ◽  
pp. 99-115 ◽  
Author(s):  
Madhavi Jayanthi ◽  
Michael H. Epstein ◽  
Edward A. Polloway ◽  
William D. Bursuck
Keyword(s):  
General Education ◽  
National Survey ◽  
General Education Teachers ◽  
Teachers Perceptions
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