Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

2019 ◽  
Vol 48 (5) ◽  
pp. 273-286 ◽  
Author(s):  
North Cooc
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Behavioral Problems ◽  
Teaching And Learning ◽  
School Factors ◽  
Students With Special Needs ◽  
International Data ◽  
Teaching Time ◽  
General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Online Learning as a Form of Accommodation

2011 ◽  
pp. 2906-2910
Author(s):  
Terence Cavanaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Online Learning as a Form of Accomodation

2005 ◽  
pp. 2209-2213
Author(s):  
Terence Cavannaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Theory and Implementation of Inclusion

2019 ◽  
pp. 19-42
Author(s):  
Christine M. Gleason ◽  
Kristi L. Santi
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Attitudes Toward Inclusion ◽  
Human Right ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

scholarly journals Teachers’ Acceptability and Use of Accommodations for Students with Special Needs In The General Education Classrooms

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Mc Kerwin Niňo M. Acdal
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Significant Degree ◽  
Strong Positive Correlation ◽  
Students With Special Needs ◽  
Corpus Christi ◽  
School Based ◽  
Successful Execution ◽  
General Education Classrooms

Education for all and other related inclusive education memoranda and policies paved the way of teaching students with special needs in general education classrooms. In this context, one of the biggest tasks of general education teachers is to provide relevant and appropriate accommodations to students with special needs in their classes. Hence, accommodation is an indicator of successful execution of inclusion in several schools. This study aimed to examine the significant degree of relationship between the teachers’ acceptance and the use of accommodations for students with special needs in general education classrooms. Also, it employed a quantitative approach to research specifically the descriptive-correlational research design and adopted the Teacher Acceptability and Use Scale instrument Boulton, 2003. The data were obtained from the 70 teachers of Preschool to Grade 6 in Corpus Christi School- an institution that implemented a school-based policy on inclusive education. The results indicated assenting acceptance and use of accommodations in the general education classrooms. Also, it revealed a significant, strong, positive correlation between teachers’ acceptability and the use of accommodations. Lastly, while the teachers’ demographic profile is statistically controlled, it showed a significantly higher association between teachers’ acceptability and the use of accommodations.

Planning Strategies for Students with Special Needs: A Professional Development Activity

2004 ◽  
Vol 11 (3) ◽  
pp. 146-154
Author(s):  
Amy R. Brodesky ◽  
Fred E. Gross ◽  
Anna S. McTigue ◽  
Cornelia C. Tierney
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
National Level ◽  
Learning Needs ◽  
Students With Special Needs ◽  
Development Activity ◽  
Professional Development Activity ◽  
General Education Curriculum ◽  
Education Act

In today's mathematics classrooms, teachers are confronted with an increasing range of learners, including students with special needs. On the national level, 13.2 percent of students have identified disabilities. This translates to 6,195,113 students, a jump of 30 percent from 1990 to 2000 (National Center for Education Statistics 2001). The Individuals with Disabilities in Education Act of 1997 (IDEA) mandates that students with disabilities have access to the general education curriculum. This legislation has led to an increase in the number of students with disabilities who are included in regular education classes. Many classroom teachers feel overwhelmed by the challenges of responding to the learning needs of all their students. We often hear teachers say, “I want all my students to be successful in math, but I'm not sure what to do. I don't have training in special education and I don't have much support.”

Theory and Implementation of Inclusion

2022 ◽  
pp. 37-54
Author(s):  
Christine M. Gleason ◽  
Kristi L. Santi
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Attitudes Toward Inclusion ◽  
Human Right ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

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