General Education Teachers’ Perspectives on Evaluation of Students with Disabilities in Inclusive Elementary Schools

2019 ◽  
Vol 54 (1) ◽  
pp. 1-24
Author(s):  
Seonjin Seo ◽  
Kyoungock Park
Keyword(s):  
Elementary Schools ◽  
General Education ◽  
Students With Disabilities ◽  
General Education Teachers ◽  
Teachers Perspectives

Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis

1996 ◽  
Vol 63 (1) ◽  
pp. 59-74 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
General Education ◽  
Teacher Perceptions ◽  
Students With Disabilities ◽  
Item Type ◽  
Geographical Location ◽  
Skills Training ◽  
Research Synthesis ◽  
General Education Teachers ◽  
Policy And Practice ◽  
General Classroom

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for policy and practice are provided.

Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence From Los Angeles

2020 ◽  
pp. 0013189X2095517
Author(s):  
Ijun Lai ◽  
W. Jesse Wood ◽  
Scott A. Imberman ◽  
Nathan D. Jones ◽  
Katharine O. Strunk
Keyword(s):  
Los Angeles ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Quality ◽  
Empirical Work ◽  
Value Added ◽  
General Education Teachers ◽  
School Level ◽  
Quality Teachers ◽  
Evaluation Scores

Although most students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated whether these students have suitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and students without disabilities (non-SWDs) in the Los Angeles Unified School District, examining how access varies within schools as well as across school-level disadvantage rates. We leverage several different indicators of teacher effectiveness for general education teachers who instruct both SWDs and non-SWDs. We find that SWDs are significantly more likely to have teachers with lower math value-added (–0.024 standard deviations) than their non-SWD peers, and we find emerging gaps in teacher evaluation scores and exposure to novice teachers. In general, these gaps do not vary by school-level disadvantage.

Attitudes and Attributes of General Education Teachers Identified as Effective Inclusionists

1997 ◽  
Vol 18 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Myrna R. Olson ◽  
Lynne Chalmers ◽  
John H. Hoover
Keyword(s):  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Principals ◽  
General Education Teachers ◽  
Administrative Practices ◽  
Insufficient Time ◽  
Interpersonal Warmth

School principals and special education teachers identified general education teachers who were the most skilled at including students with disabilities in their classrooms. After 10 individuals identified by both principals and special educators were interviewed, seven themes emerged. These teachers (a) described their own personalities as tolerant, reflective, and flexible; (b) accepted responsibility for all students; (c) described a positive working relationship with special educators; (d) reported adjusting expectations for integrated students; (e) indicated that their primary inclusionary attitude was showing interpersonal warmth and acceptance in their interactions with students; (f) felt that there was insufficient time available for collaboration; and (g) expressed reservations about fully including all students. Results are discussed in terms of teacher preparation, administrative practices, implications for increased inclusion, and suggestions for further research.

New Standards and Old Divides: Policy Attitudes About College- and Career-Readiness Standards for Students with Disabilities

2020 ◽  
Vol 122 (1) ◽  
pp. 1-32
Author(s):  
Adam K. Edgerton ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Grade Level ◽  
General Education Teachers ◽  
Career Readiness ◽  
College And Career Readiness ◽  
District Administrators ◽  
College And Career ◽  
Research Questions ◽  
Policy Perceptions

Background/Context The Individuals with Disabilities Education Act (IDEA, 2004) requires that all students with disabilities (SWD) receive a free, appropriate public education designed to meet their unique needs to prepare them for post-school education and employment (American Psychological Association, 2018). In the past two decades, momentum has grown for a supplementary idea: that schools be held accountable for SWD achieving grade-level standards. Thus standards-based reform for SWD is often caught between ideals of standardization and principles of differentiation. Purpose and Research Questions The purpose of this study was to examine the extent to which district administrators, principals, general educators, and special educators differ in their policy perceptions of the newest college- and career-readiness standards (CCRS) for SWD versus other learners. Our research questions were: To what extent do teachers of SWD report delivering similar or different instructional content compared to general education teachers? What types of instructional supports do teachers provide, what types of professional development do teachers receive, and how do these differ by teacher type? How do policy perceptions differ between teachers of SWD and general education teachers? How do district administrators, principals, and teachers differ in their policy perceptions of the CCRS as they relate to SWD? Research Design In three states (Texas, Ohio, and Kentucky), we surveyed a stratified sample of teachers, principals, and district administrators on the implementation of their state's standards and directed them to respond for SWD who participate in the regular accountability system. Conclusions/Recommendations Results indicate an environment where SWD continue to receive less grade-level content and, in Texas and Ohio, are served by personnel who do not believe that the standards are appropriate. Kentucky demonstrated greater consistencies between general education and SWD instruction and policy environments. Findings raise questions about whether CCRS are being implemented for all students.

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