scholarly journals MEASURING GENERAL EDUCATION TEACHERS’ ATTITUDES AND PERCEPTION TOWARDS INCLUSION OF SPECIAL EDUCATION STUDENTS.

2018 ◽  
Author(s):  
Ashwini Tiwari
Keyword(s):  
Special Education ◽  
General Education ◽  
General Education Teachers ◽  
Special Education Students ◽  
Education Students ◽  
Teachers Attitudes

Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education

1996 ◽  
Vol 63 (1) ◽  
pp. 89-100 ◽  
Author(s):  
Elaine Carlson ◽  
Lucian Parshall
Keyword(s):  
Special Education ◽  
General Education ◽  
Preliminary Investigation ◽  
Behavioral Adjustment ◽  
Special Education Students ◽  
Department Of Education ◽  
Full Time ◽  
Special Education Services ◽  
Education Students ◽  
The Past

Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4% of declassified students had returned to special education. Particularly noteworthy were the relatively poor results for declassified students with emotional impairments.

Literacy Instruction for Mainstreamed Students

1994 ◽  
Vol 15 (1) ◽  
pp. 14-20 ◽  
Author(s):  
Jeanne Shay Schumm ◽  
Sharon Vaughn ◽  
Diane Haager ◽  
Janette Kettmann Klingner
Keyword(s):  
General Education ◽  
Literacy Instruction ◽  
General Education Teachers ◽  
Special Education Students ◽  
Reading Programs ◽  
Fifth Grade ◽  
Education Students ◽  
Basal Reading ◽  
Analysis Instrument ◽  
Group Interviews

In this study we investigated six widely used basal reading programs for suggestions for literacy instruction for mainstreamed special education students (MSE). The kindergarten, first-, third-, and fifth-grade materials were analyzed for each of the six basal reading programs selected. A basal analysis instrument, based on a literature review and focus-group interviews, was designed to record teaching suggestions for mse students. Only two of the basal reading programs included suggestions directed to the needs of mse students, and their suggestions were few. Discussion focuses on the need to provide general education teachers with teachers' manuals and professional development opportunities that offer explicit suggestions for meeting the needs of mse students in general education classrooms.

scholarly journals Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

2021 ◽  
Vol 2 (1) ◽  
pp. 15-31
Author(s):  
Leonard Jackson
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Strategies ◽  
Standardized Test ◽  
Special Education Students ◽  
Eighth Grade ◽  
Education Students ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

scholarly journals Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students

2021 ◽  
Author(s):  
Marina Palmgren ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Jenni Sullanmaa ◽  
Tiina Soini
Keyword(s):  
Special Education ◽  
General Education ◽  
Minority Group ◽  
School Achievement ◽  
Well Being ◽  
School Experiences ◽  
Special Education Students ◽  
Language Minority ◽  
Emotional Engagement ◽  
Education Students

AbstractThe aim of the study was to enhance understanding of how seventh graders vary in emotional engagement and experienced well-being at school in terms of anxiety and cynicism. The two profiles were explored, and comparisons were made between students in general education and those in special education. The study participants comprised 119 Finland–Swedish students from five secondary schools. Four emotional-engagement and well-being profiles were identified based on cluster analysis. The students with the most typical profile were moderately engaged in teacher-student interaction and emotionally highly engaged in peer interaction, combined with a low risk of anxiety and cynicism. The profiles showed no statistically significant differences regarding gender and school achievement. However, there were differences between students in special education and those in general education. In Finland, Swedish –speaking Finns are a language minority group. Swedish has official language status in Finland. Compared to many other language minority groups they can be considered somewhat exceptional, since according to many welfare indicators they tend to do better than the general population. There are a few studies on differences between Swedish and Finnish– speaking students’ school experiences in Finland, however, so far studies exploring Swedish- speaking general and special education students’ emotional engagement and study well-being in terms of anxiety and cynicism have been scarce.

The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

2020 ◽  
pp. 016237372096855
Author(s):  
Kaitlin P. Anderson
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Students ◽  
Educational Setting ◽  
Disciplinary Referrals ◽  
Education Students ◽  
Level Data ◽  
Inclusive Settings ◽  
The Relationship

Students with disabilities (SWDs) are more likely to be suspended or expelled than their general education peers and more likely to be chronically absent. This study uses 5 years of student-level data for all Michigan special education students to examine the relationship between educational setting, absenteeism, and disciplinary outcomes. Using within-student variation in an educational setting, I find that the degree of inclusion is associated with fewer disciplinary incidents and better attendance. However, the relationship between inclusion and disciplinary outcomes only exists for certain subgroups, and primarily for students who transitioned from more to less inclusive settings experiencing more disciplinary referrals and suspensions after these moves.

scholarly journals “For us it works” Co-teaching in a High School Global History Class

2021 ◽  
Author(s):  
V. Sue Atkinson
Keyword(s):  
High School ◽  
Special Education ◽  
General Education ◽  
Special Education Students ◽  
Special Education Teacher ◽  
Education Students ◽  
Common Planning Time ◽  
Education Teacher ◽  
Social Studies Teacher ◽  
Common Planning

Effective collaborative teaching is an expectation of teachers today, especially when addressing the needs of special education students. This qualitative study looked at a pair of high school co-teachers – a special education teacher and a social studies teacher. “Co-teaching,” defined by Friend and Cook (2007) as a partnership between two or more professionals who share instructional responsibility for a diverse group of students in a shared classroom space, is a service delivery model for addressing the needs of special education students, who increasingly receive their instruction in general education classrooms. Interviews and classroom observation were used to study how these two teachers understood and negotiated their roles in this partnership. The study shed light on the perceptions of special education and general education teachers on roles and responsibilities, classroom ownership, and collaborative planning. Despite a collegial relationship, both teachers acknowledged the general education teacher’s control and ownership of the classroom and the curriculum. Co-construction of lessons was limited, due partly to structural obstacles such as lack of common planning time, high special education caseloads, and the demands of multiple co-teaching partnerships on the special education teacher. Despite these obstacles, the partnership promoted inclusion by creating a general education classroom where students with and without disabilities learned together.

Trouble in Paradise: A Study of who is Included in an Inclusion Classroom

2009 ◽  
Vol 111 (8) ◽  
pp. 1971-1996
Author(s):  
Rachel Zindler
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Latin American ◽  
Receptive Language ◽  
Special Education Students ◽  
Second Grade ◽  
Children With Special Needs ◽  
Education Students ◽  
Inclusion Classroom

Background/Context This study is based on prior research regarding the need for explicit social instruction for children with special needs, cooperative educational models, and the goals and relative successes of inclusive educational practices. The author refers to several studies on these subjects, including those by Kavale and Forness; Salend; and Sapon-Shevin, Dobbelaere, and Corrigan. Purpose/Objective/Research Question/Focus of Study This teacher analyzes how truly “inclusive” her class was during 1 year of collaborative team teaching in a second-grade inclusion classroom. Employing research-based methods of cooperative education, she considered how successful she was in facilitating meaningful relationships between special education students from all backgrounds, and their peers. She also examined whether it was possible, despite differences in academic and social skills, to fully incorporate those children with special needs into a classroom so that their general education peers would value and include them in their activities and social life. Population/Participants/Subjects/Setting In this study, a second-grade teacher took on a new position as the general education teacher in a New York City school's inclusion team. Seven of the 24 students in the new class were special education students. These children struggled with a variety of developmental delays, such as expressive and/or receptive language processing disorders, physical disabilities, and social/emotional issues. Five of these children were bused from less affluent neighborhoods near the school to attend the program. Whereas the general population at the school consisted of upper-middle-class White and Asian families, these 5 children were from lower socioeconomic backgrounds and were either African American or of Latin American descent. Research Design This action research was conducted by a practicing teacher who collected data through interviews, sociograms, observations, and other anecdotal means.

Discriminant Validity of a DSM-IV-Based Teacher Checklist: Comparison of Regular and Special Education Students

2002 ◽  
Vol 27 (4) ◽  
pp. 304-316 ◽  
Author(s):  
Richard E. Mattison ◽  
Kenneth D. Gadow ◽  
Joyce Sprafkin ◽  
Edith E. Nolan
Keyword(s):  
Special Education ◽  
General Education ◽  
Mental Health Professionals ◽  
Outpatient Clinic ◽  
Discriminant Validity ◽  
General Pattern ◽  
Special Education Students ◽  
Education Students ◽  
Oppositional Defiant ◽  
Dsm Iv

Special educators are increasingly called upon to communicate with community mental health professionals about problem behaviors in terms of DSM-IV psychiatric symptomatology. The teacher version of the Child Symptom Inventory-4 (CSI-4T) is a screening instrument for DSM-IV emotional and behavioral disorders. This study used the CSI-4T to investigate the prevalence of DSM-IV symptoms in four groups of 6- to 12-year-old boys: students with E/BD who were referred for psychiatric consultation, students in special education, students referred to an outpatient clinic (42% receiving special education), and general education students. Results showed that the symptoms of attention-deficit/hyperactivity disorder and oppositional defiant disorder occurred the most commonly across the groups. The general pattern of symptom severity was, in order of decreasing severity, E/BD consultation, outpatient clinic, special education, and general education. Overall, characteristics for all groups of boys appeared consistent with clinical expectations. Findings also provide preliminary support for the discriminant validity of the CSI-4T.

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