Author : Ruther Green-Causey
Publisher :
Page : 206 pages
File Size : 12,18 MB
Release : 1999
Category : Children with disabilities
ISBN :
Author : Council for Exceptional Children
Publisher : Council For Exceptional Children
Page : 160 pages
File Size : 44,9 MB
Release : 2015-12-15
Category : Education
ISBN : 0865865043
CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth.
Author : Santoshi Halder
Publisher : Taylor & Francis
Page : 595 pages
File Size : 41,34 MB
Release : 2023-03-14
Category : Education
ISBN : 1000843424
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.
Author :
Publisher :
Page : 564 pages
File Size : 34,28 MB
Release : 2009-04
Category : Dissertations, Academic
ISBN :
Author : Albert Ray Ward (Jr.)
Publisher :
Page : 212 pages
File Size : 30,74 MB
Release : 1997
Category : Ability grouping in education
ISBN :
Author : Craig H. Kennedy
Publisher : Allyn & Bacon
Page : 0 pages
File Size : 31,66 MB
Release : 2004
Category : Children with disabilities
ISBN : 9780205343942
Written by a diverse group of educators, this textbook provides both cutting-edge descriptions of critical issues relating to curriculum and instruction of students with severe disabilities, and hands-on practical examples of inclusive education at various grade levels. This book presents information that is a generation ahead of previous textbooks written about teaching people with severe disabilities. Its organization and content allows the book to be used as a methods text and general resource on research-based best practices. Its focus is on how to effectively include students with severe disabilities into general education classrooms and beyond. Topics discussed include: Collaboration Family-centered practices Access to the general education curriculum Working with paraprofessionals Cultivating social relationships Systematic instruction Positive behavior supports, communication Sensory/motor skills. Examples of how to infuse these areas of effective teaching into real world contexts are provided in chapters written by experts on preschool, elementary school, middle school, high school, and transition services.
Author : Melissa J. Alves
Publisher :
Page : 50 pages
File Size : 15,7 MB
Release : 1996
Category : Elementary school teachers
ISBN :
Abstract: Teachers' attitudes toward including students with special needs play a significant role in determining the success or failure of the inclusion model. The purpose of this study was to examine the relationship between teachers' perceived competence, satisfaction with related support services, satisfaction with the amount of training received, level of education and years of teaching experience and the attitude of teachers toward inclusion. A total of thirty elementary school teachers completed the Elementary School Teacher Survey, an adaptation of the Regular Education Initiative (REI) (Gemmell-Crosby & Hanzlik, 1994). A significant association was found between teachers' level of perceived competence, satisfaction with support services and their attitude toward inclusion. No significant association was found between teachers' level of education, specialized training and years of teaching experience with their attitude toward inclusion. Further research needs to be conducted to determine additional factors associated with teachers' attitudes. Implications for occupational therapists are also discussed.
Author : Susanne Schwab
Publisher : Waxmann Verlag
Page : 134 pages
File Size : 36,18 MB
Release : 2018
Category : Education
ISBN : 3830988990
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.
Author : Luciano Gasser
Publisher : Frontiers Media SA
Page : 210 pages
File Size : 33,96 MB
Release : 2022-03-15
Category : Science
ISBN : 2889746984
Author : Kristine Sofie Luebke
Publisher :
Page : 52 pages
File Size : 32,45 MB
Release : 1998
Category : Physical education for children with disabilities
ISBN :
This analysis explores the current literature about the inclusion of students with disabilities in regular physical education. With increasing numbers of students with disabilities being educated in the mainstream, it is crucia1 that educators understand the concept of inclusion and what it takes for inclusion to succeed. Physical educators need to be aware of the existence of negative attitudes toward inclusion and the impact they have on successful integration. Although the components of inclusion are clearly documented, the method in which the model is incorporated varies widely from classroom to classroom. Agreement exists that there is a spectrum of placement options available for the child with disabilities and the vehicle for providing service is es unique as the child. Inclusion has many benefits, but in order to be successful, there are some key components that must exist in order to decrease resistance and increase the acceptance of students with disabilities in the regular physical education environment. Collaboration, communication, and cooperation are crucial among all school staff members working with children with disabilities. Without these components, frustration may occur which can lead to negative attitudes. The experience the teacher has working with students with disabilities is linked to the success of inclusion. Universities and school districts need to address the training received by educators. Teachers should be better prepared to deal with a variety of disability types. Additional training, coursework, and in-service offerings are suggestions to improve the educator's experience in working with students with disabilities. The need to improve the attitude of the educator appears to be tho starting point to the success or failure of inclusion. More research is needed into the formation of attitudes and how to go about changing attitudes.
