scholarly journals The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

2009 ◽  
Vol 11 (2) ◽  
pp. 3-13 ◽  
Author(s):  
Peggy Gill ◽  
Ross Sherman ◽  
Cynthia Sherman
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Field Experience ◽  
The United States ◽  
Initial Field ◽  
General Education Setting ◽  
The Impact ◽  
Attitude Toward Inclusion

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.

Human Rights in the Classroom

2019 ◽  
pp. 46-74
Author(s):  
Julia Bennett Grise
Keyword(s):  
United States ◽  
General Education ◽  
Students With Disabilities ◽  
The United States ◽  
Assistive Technologies ◽  
First Century ◽  
Education Improvement ◽  
General Education Classroom ◽  
Special Education Laws ◽  
The Cost

Inclusion, including students with disabilities in the general education classroom, has become the norm in the United States due to Public Law 94-142 (P.L. 94-142). The requirements of P.L. 94-142, now the Individuals with Disabilities Education Improvement Act (IDEIA), are explained in this chapter. Additionally, school districts are required to provide students with disabilities assistive technologies. Twenty-first century classrooms are now using Apple's iPad on a regular basis, with all students, in place of other assistive technologies. Apple's App Store offers numerous applications that can be used by students with disabilities. The purpose of this chapter is to provide a review of special education laws in the United States, while offering educators, parents, and specialists an overview of applications that have been developed for a variety of disabilities. Each application is categorized and briefly explained. The cost and compatibility with Apple devices is also provided.

Human Rights in the Classroom

2022 ◽  
pp. 611-632
Author(s):  
Julia Bennett Grise
Keyword(s):  
United States ◽  
General Education ◽  
Students With Disabilities ◽  
The United States ◽  
Assistive Technologies ◽  
First Century ◽  
Education Improvement ◽  
General Education Classroom ◽  
Special Education Laws ◽  
The Cost

Inclusion, including students with disabilities in the general education classroom, has become the norm in the United States due to Public Law 94-142 (P.L. 94-142). The requirements of P.L. 94-142, now the Individuals with Disabilities Education Improvement Act (IDEIA), are explained in this chapter. Additionally, school districts are required to provide students with disabilities assistive technologies. Twenty-first century classrooms are now using Apple's iPad on a regular basis, with all students, in place of other assistive technologies. Apple's App Store offers numerous applications that can be used by students with disabilities. The purpose of this chapter is to provide a review of special education laws in the United States, while offering educators, parents, and specialists an overview of applications that have been developed for a variety of disabilities. Each application is categorized and briefly explained. The cost and compatibility with Apple devices is also provided.

An Overview of Inclusive Education in the United States

2012 ◽  
pp. 1-25 ◽  
Author(s):  
Mokter Hossain
Keyword(s):  
United States ◽  
Special Education ◽  
Public Education ◽  
General Education ◽  
Students With Disabilities ◽  
The United States ◽  
Significant Disabilities ◽  
Free Appropriate Public Education ◽  
Child Centered ◽  
Education Act

Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.

Creating Classroom Environments That Address the Linguistic and Cultural Backgrounds of Students with Disabilities

1998 ◽  
Vol 19 (6) ◽  
pp. 323-337 ◽  
Author(s):  
Thomas W. Sileo ◽  
Mary Anne Prater
Keyword(s):  
United States ◽  
Special Education ◽  
Students With Disabilities ◽  
Ethnically Diverse ◽  
The United States ◽  
Cultural Backgrounds ◽  
The Public ◽  
Asian And Pacific Islander ◽  
Changing Demographics ◽  
The Impact

Significant changes in the public school population throughout the United States are influenced by the increasing numbers of immigrants who enter the country annually. It is estimated that in the next 50 years the U.S. population will become exceedingly more ethnically diverse than it is at present. Immigrants from Asian and Pacific Rim countries are emigrating to the United States more rapidly than any other group. We discuss the impact of increased numbers of Asian and Pacific Islander students in the context of special education. In particular, we focus on the changing demographics of Asian Americans and Pacific Islanders in the overall U.S. population and on the importance of designing and delivering special education services that address their diverse cultural and linguistic characteristics, culturally and linguistically relevant instructional practices, and parental involvement.

Teacher Attitudes in Italy After Twenty Years of Inclusion

1998 ◽  
Vol 19 (6) ◽  
pp. 350-356 ◽  
Author(s):  
Cesare Cornoldi ◽  
Alessandra Terreni ◽  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
United States ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Central Italy ◽  
National Policy ◽  
The United States ◽  
Attitudes Toward Inclusion ◽  
Teachers Attitudes

In 1977, Italy adopted a national policy on inclusion, whereby separate schools for students with disabilities were virtually eliminated in favor of neighborhood schools and general education classrooms. Substantial support was provided to general education teachers with respect to favorable class sizes and availability of special education teachers. The purpose of this study was to determine the nature of Italian teachers' attitudes toward inclusion after 20 years of inclusion policies and practice. A total of 523 education teachers in Northern and Central Italy responded to a survey that was based on common core items taken from a review of previous surveys conducted in America. Overall support for the concept of inclusion was found to be very strong. However, Italian teachers responded far less positively on practical items addressing their satisfaction with time, training, personnel assistance, and resources provided for inclusion efforts. These attitudes were also compared with teacher attitudes toward inclusion reported in similar surveys in the United States. Implications for inclusion practices in the United States are discussed.

scholarly journals Urban Education: High-Quality Education, the Economic Impact it Generates, and the Tragedy of Urban Education in the United States of America

2021 ◽  
Vol Volume II (December 2021) ◽  
pp. 103-127
Author(s):  
Sergio Paez
Keyword(s):  
Quality Of Life ◽  
United States ◽  
Urban Education ◽  
General Education ◽  
United States Of America ◽  
Social Impact ◽  
The United States ◽  
Exceptional Case ◽  
The Impact

Education is an investment in improving the quality of life for individuals, and therefore benefiting society in general. Education in the United States of America exemplifies a correlation between the level of an individual's education, their salary level due to those academic qualifications, and the impact they generate within themselves, their families, society, and within the nation. This contemporary study of education in the U.S. shows how a community in an urban center of Massachusetts made fundamental changes to transform the education of its students who historically experienced school failure. This exceptional case of leadership and altruism was accomplished with intensive influence from the State Government. This case can be the basis for educational initiatives that can have relevance and social impact anywhere in the world. At a global level, we can see that a society with high levels of education, based on knowledge and academic training, stands out for the multiple opportunities that arise to obtain a higher quality of life. The outcomes of a good education are beneficial to the growth of an entire society. Societies benefit from advances in technological and economic fields, health systems, construction and accessible housing, industry, commerce, and even social security.

An Overview of Inclusive Education in the United States

2013 ◽  
pp. 86-110
Author(s):  
Mokter Hossain
Keyword(s):  
United States ◽  
Special Education ◽  
Public Education ◽  
General Education ◽  
Students With Disabilities ◽  
The United States ◽  
Significant Disabilities ◽  
Free Appropriate Public Education ◽  
Child Centered ◽  
Education Act

Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.

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