A Survey of Elementary School General Education Teachers' Beliefs on Inclusive Education and Mathematics Instructional Practices for Students with Disabilities and Learning Difficulties

2016 ◽  
Vol 15 (4) ◽  
pp. 33 ◽  
Author(s):  
Mikyung Shin ◽  
Eun Young Kang ◽  
Min Wook Ok
Keyword(s):  
Elementary School ◽  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Inclusive Education ◽  
Learning Difficulties ◽  
General Education Teachers ◽  
Teachers Beliefs ◽  
And Mathematics

scholarly journals Pre-Service Teachers’ Attitudes Towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait

2020 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
Alenezi Nouf ◽  
Alqallaf Bader ◽  
Zainab Abbas
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Learning Difficulties ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
Provision Of Services ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.

scholarly journals Elementary Content Teacher Perceptions Regarding Their ELL Instructional Practices

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
C. Wesley Owens ◽  
Steve P Wells
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Academic Performance ◽  
General Education ◽  
Instructional Practices ◽  
Geographical Area ◽  
Descriptive Study ◽  
General Education Teachers ◽  
Lesson Plans ◽  
Qualitative Descriptive

The purpose of this qualitative descriptive study was to explore the instructional practices of elementary English language learner (ELL) teachers and how those practices are perceived by the teachers to be aligned with improved ELL academic performance. The study is grounded in Ladson-Billings’ theory of culturally relevant pedagogy, which holds that student academic achievement and cultural identity should be affirmed. The research questions focused on exploring instructional practices used by teachers to support ELL learning and the teachers’ perceptions of how their practices are aligned with improved ELL academic performance. The qualitative descriptive study was limited to three elementary schools in an Eastern school district. We analyzed data from lesson plans and semistructured interviews with nine general education teachers who taught in an elementary school in the geographical area. Using a priori, open, and axial coding, we analyzed data from lesson plans and semi-structured interviews with nine elementary school general education teachers who taught in a school in the geographical area. The findings demonstrated that positive strategies for cooperative learning and varied instructional practices were in use, but there is a need to build culturally appropriate and collaborative relationships with teachers of speakers of other languages and create a welcoming learning atmosphere for ELLs. A policy recommendation paper was developed to improve ELL pedagogy in content classes. Improved instruction for ELLs will contribute to positive social change by increasing ELL students’ academic achievement.

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

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.

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.

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

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