scholarly journals Examining preparation of general education teachers for working with children with disabilities

2021 ◽  
Author(s):  
Penny Diamantouros
Keyword(s):  
General Education ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
General Education Teachers ◽  
First Year ◽  
Regular Classroom ◽  
First Year Teachers ◽  
Recent Graduates ◽  
Faculties Of Education

This qualitative study explored how well prepared first year teachers feel in teaching children with disabilities in the regular classroom. Six elementary school teachers, recent graduates from Faculties of Education in Ontario were interviewed. Findings indicate that the teachers in this study do not feel that their pre-service education program prepared them for the reality of teaching students with disabilities in the regular classroom, and that they will need to look to their School Board for further training. In addition, many feel that they lack the knowledge necessary to design and implement an IEP. The importance of further preparation for first year teachers to work with students with IEPs is discussed and explored.

scholarly journals Examining preparation of general education teachers for working with children with disabilities

2021 ◽  
Author(s):  
Penny Diamantouros
Keyword(s):  
General Education ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
General Education Teachers ◽  
First Year ◽  
Regular Classroom ◽  
First Year Teachers ◽  
Recent Graduates ◽  
Faculties Of Education

This qualitative study explored how well prepared first year teachers feel in teaching children with disabilities in the regular classroom. Six elementary school teachers, recent graduates from Faculties of Education in Ontario were interviewed. Findings indicate that the teachers in this study do not feel that their pre-service education program prepared them for the reality of teaching students with disabilities in the regular classroom, and that they will need to look to their School Board for further training. In addition, many feel that they lack the knowledge necessary to design and implement an IEP. The importance of further preparation for first year teachers to work with students with IEPs is discussed and explored.

Elementary School Teachers' Desired Model for the Inclusion of Students with Disabilities

2013 ◽  
Vol 16 (2) ◽  
pp. 114-128 ◽  
Author(s):  
Bella Gavish ◽  
Sarah Shimoni
Keyword(s):  
General Education ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
General Education Teachers ◽  
School Principal ◽  
Social Dimension ◽  
Case Scenario ◽  
New School ◽  
The Social ◽  
Scenario Model

Abstract The study sought to determine which kind of models are suitable for the inclusion of students with disabilities in school and classroom settings, based on the views of general education teachers. Israeli general education teachers were asked to create a constraints free, 'Best case scenario' model, for the implementation of inclusion. Participants had difficulties visualizing a 'constraints free' scenario, thus most of them preferred to suggest some particular ideas for improving the actual situation. The teachers' responses enabled us to build a single composite model that contains within it seven dimensions: the awareness dimension, the moral dimension, the knowledge dimension, the organizational dimension, the ecological-logistical dimension, the social dimension, and the pedagogic-didactic dimension. These seven dimensions surround a “core” that is concerned with: cultivating a new school climate and language in which inclusion is an integral component of the school's overall character − under the leadership of the school principal. The model's uniqueness lies in its apparent richness, its net-like structure, its holism and − particularly − in its “emergence from the field”.

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.

Overview of Inclusive Educational Technologies

2019 ◽  
Vol 7 (4) ◽  
pp. 9-14
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva ◽  
Наталья Дьякова ◽  
Natalya Dyakova ◽  
О. Васильева ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Further Education ◽  
Educational Process ◽  
Educational Technologies ◽  
Federal State ◽  
Educational Standards ◽  
Stage Of Development ◽  
State Educational

With the introduction of inclusive education, children with disabilities of various nosological groups (hereinafter referred to as HIA), with absolutely different states of intelligence, are active participants in the educational process. Federal state educational standards of primary general education for students with mental retardation (intellectual disabilities) and children with disabilities are being successfully implemented. Along with others, these regulatory documents guarantee and implement the right of these categories of students for education. And determine whether it will qualify or not. Competent selection and implementation of educational technology teacher for students with disabilities is of paramount importance. It is obvious that at the present stage of development of education it is not enough to form in this category of students only the volume of life competencies. It is necessary to work on a certain amount of the academic component, regardless of the state and depth of the student’s intellectual disability. At the moment, an increase in the requirements for primary general education is recorded. Special Federal state educational standards are developed for primary general education. A number of psychological and pedagogical problems that are associated with the preparation of children with disabilities for further education in the middle level of secondary schools are becoming topical. This problem can be solved by inclusive educational technologies.

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.

Sign in / Sign up

Export Citation Format

Share Document