› › Attitudes And Perceptions Towards Inclusion Of Students With Emotional And Behavioral Disorders

Attitudes and Perceptions Towards Inclusion of Students with Emotional and Behavioral Disorders

Author : Lauren Taylor Caputo

Publisher :

Page : 160 pages

File Size : 44,69 MB

Release : 2018

Category : Children with disabilities

ISBN :

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Book Description

"It is well understood that students with [emotional and behavioral disorders] posess many unique and challenging characteristics that can greatly complicate their ability to be included within general education classrooms. It is also well understood that many of the individuals who work closely with this group of students generally hold negative attitudes towards including them within their classrooms. However, my goal is to better understand the specific components that contribute to an individual's overall attitude toward this group of students so that I can work collaboratively and proactively to foster a better understanding of these students as well as how to meet their individual needs. Therefore the purpose of my study is to examine the attitudes and perceptions towards the inclusion of students with EBD held by general education teachers and children without disabilities at my school. My research questions are as follows: 1. What are the attitudes and perceptions towards the inclusion of students with EBD among elementary general education teachers? 2. What are the attitudes and perceptions towards the inclusion of students with EBD among elementary students without disabilities?"--Leaf 19.



The Perceptions of Urban School Principals Regarding the Education of Students with Emotional and Behavioral Disorders

Author : Jean-Dominique Herve Anoh

Publisher :

Page : 532 pages

File Size : 20,10 MB

Release : 2013

Category : Children with disabilities

ISBN :

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This research investigated the perceptions and attitudes of principals and headmasters about the inclusion of students with emotional and behavioral disorders (EBD), the factors supporting or inhibiting school leaders in their effort to implement inclusive practices, and the approaches they use to initiate, facilitate, support and sustain the inclusion of students with EBD. Grounded in a mixed-method research, this investigator surveyed 71 school leaders and interviewed five of them. Descriptive and correlational findings supported by qualitative results reveal that principals and headmasters exhibit positive attitudes toward the inclusion of students with EBD. Overwhelmingly, attitudinal predictive variables such as school characteristics (size, academic level, percentage of students with EBD, and adequately yearly progress status) and demographic variables of school leaders (gender, and experience) were insignificant in determining principals' and headmasters' attitudes. In spite of a noted positive attitude, school leaders in this study remained uncertain or unwilling to implement inclusive settings for students with EBD. Firstly, this suggests a leadership schism between central administration and school leaders. A top-down mandate is found to be ineffective in initiating and sustaining inclusionary practices. Secondly, some school leaders lack the knowledge and skills necessary to undertake such endeavor. The study also revels that to make inclusion work for students with EBD, school leaders must engage in a real shift in paradigm by investing in the reculturing process rather than focus on restructuring issues. They must lead rather than merely manage their school. Finally, school leaders must exude moral courage by impacting change with their actions rather than anticipating directives from central office. --Abstract







Inclusion of Students with Learning and Behavior Problems

Author : Hanife Ece Ugurlu

Publisher :

Page : pages

File Size : 25,37 MB

Release : 2017

Category :

ISBN :

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Book Description

Inclusive education has become one of the primary goals of education policy across the world in order to achieve education for all. However, there have been various interpretations with respect to what constitutes inclusive education. In addition, limited research exists on teachers' perceptions, knowledge, and competencies related to inclusive education and students with special needs. The purpose of preliminary research in this study was to validate the Turkish version of the International Survey of Inclusion. The purpose of the second study was to examine Turkish teachers' beliefs, knowledge, and skills about inclusion of students with diverse learning and behavioral needs. The preliminary analyses showed that the Turkish version of the instrument was valid and reliable measure to assess Turkish teachers' perceptions about inclusion. For the second study, the data were collected from a total of 397 Turkish general and special educators at in-service and pre-service level. Results indicated that Turkish educators viewed inclusion as placing students with special needs in general education settings. In addition, results showed that Turkish educators had positive perceptions about their knowledge and skills in order to teach students with special needs in inclusive settings; however, they had less positive beliefs with regards to inclusion of students with special needs in general education classrooms. Additionally, Turkish teachers' perceptions of inclusive education varied by different types of disability categories. Results also showed that special and general educators at in-service and pre-service levels could not be properly predicted by their perceived knowledge and skills. Despite the positive perceptions about knowledge and skills, the participants demonstrated a lack of strategic knowledge used to support students with specific learning disabilities and emotional behavioral disorders. Implications for practice and future directions based upon the findings were discussed.



Attitudes Towards Inclusive Schooling

Author : Susanne Schwab

Publisher : Waxmann Verlag

Page : 134 pages

File Size : 20,31 MB

Release : 2018

Category : Education

ISBN : 3830988990

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Book Description

Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.



The SAGE Handbook of Emotional and Behavioral Difficulties

Author : Philip Garner

Publisher : SAGE

Page : 553 pages

File Size : 38,58 MB

Release : 2013-12-18

Category : Education

ISBN : 1446265595

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Book Description

′This important revision with updated material will inform professionals, students, and the interested public of evolving international perspectives on EBD. New chapters consider causation, the influence and role of social contexts and social support, ADHD, teacher knowledge and parental engagement. The new content presents us with fresh ideas and approaches.′ - Katherine Bilton, University of Alaska, USA This new edition of The Handbook of Emotional and Behavioural Difficulties, first published in 2004, has been completely reworked and refreshed by a new editorial team led by Philip Garner. A thorough revision of existing content, together with new material, bring the volume firmly up-to-date, and offers guidance and recommendations for future research and practice. Covering a range of important issues in EBD, chapters are organized into five main parts: Contexts, Definitions and Terminologies Roots, Causes and Allegiances Strategies and Interventions Training and Professional Development Enhancement EBD Futures - Challenges and Opportunities With an impressive array of UK, US and other international contributors, the Handbook will be indispensable for undergraduate and Master′s level students pursing Teacher Training, Educational and Developmental Psychology and Special Education courses. It will also be valuable to social workers, counsellors, school (educational) psychologists and other practitioners in relevant fields.



Attitudes and Attitude Change in Special Education

Author : Reginald Lanier Jones

Publisher :

Page : 276 pages

File Size : 45,92 MB

Release : 1984

Category : Education

ISBN :

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Book Description

Twelve papers address issues of attitudes towards handicapped persons. The authors were invited to summarize and critically evaluate the literature in their area of expertise, including their own research. Contributions touch on measurement and methodological issues as well as other topics. The following papers are included: "Attitudes and Attitude Change in Special Education" (R. Jones and S. Guskin); "Perspectives and Issues in the Study of Attitudes" (H. Triandis, J. Adamopoulos, D. Watts); "Approaches to the Measurement of Attitude" (R. Dawes); "Sociometric Research in Special Education" (D. MacMillan and G. Morrison); "Classroom Learning Structure and Attitudes toward Handicapped Students in Mainstream Settings: A Theoretical Model and Research Evidence" (D. Johnson and R. Johnson); "Attitudes toward Mentally Retarded Children" (J. Gottlieb, L. Corman, R. Curci); "Attitudes toward the Learning Disabled in School and Home" (B. Reid); "Children's Attitudes toward Emotionally Disturbed Peers" (C. Chiba); "Attitudes toward the Physically Disabled" (J. Siller); "Attitudes of Educators toward the Handicapped" (J. Jamieson); and "Modifying Attitudes toward the Handicapped: A Review of the Literature and Methodology" (A. Towner). (CL)





The Routledge Handbook of Inclusive Education for Teacher Educators

Author : Santoshi Halder

Publisher : Taylor & Francis

Page : 595 pages

File Size : 18,47 MB

Release : 2023-03-14

Category : Education

ISBN : 1000843424

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Book Description

This handbook provides foundational, conceptual, and practical knowledge and understanding of inclusive education and special needs education. It highlights the need for preparing special educators and teachers for inclusive classrooms to effectively cater to the needs of students with diverse needs in various low-, middle-, and high-income countries globally. It demonstrates various evidence-based and practice-based strategies required to create classrooms inclusive of diverse learners. While tracing the historical trajectory of the foundational underpinnings, philosophical bases, and crucial issues associated with inclusive education, this book presents a future roadmap and pathways through case instances and in-depth discussions to share with educators how they can strengthen their bases and make learning more inclusive in their context. It also provides an overview of the different models of assessment and their applications in the analysis of children in inclusive classroom settings. Comprehensive, accessible, and nuanced, this handbook will be of immense interest and benefit to teachers, educators, special educators, students, scholars, and researchers in the areas of social inclusion, education, special needs education, educational psychology, technology for inclusion, disability studies, among other related disciplines. It will be extremely beneficial for academicians, teacher educators, special educators, and those interested in professional teacher training courses.