Teacher Perceptions of and Strategies for Inclusion: A Regional Summary of Focus Group Interview Findings.

Autor/inn/en	Trump, Gordon C.; Hange, Jane E.
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	Teacher Perceptions of and Strategies for Inclusion: A Regional Summary of Focus Group Interview Findings.
Quelle	(1996), (258 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Classroom Techniques; Disabilities; Educational Practices; Educational Strategies; Elementary Secondary Education; Focus Groups; Group Discussion; Inclusive Schools; Inservice Teacher Education; Postsecondary Education; Regular and Special Education Relationship; Regular Education Teachers; Resistance to Change; Special Education Teachers; Teacher Attitudes; Teaching Methods; Kentucky; Tennessee; Virginia; West Virginia + Suchen Sie Ihr Suchwort? Lösungsstrategie; Klassenführung; Handicap; Behinderung; Bildungspraxis; Lehrstrategie; Gruppendiskussion; Inclusive school; Integrative Schule; Lehrerfortbildung; Post-secondary education; Tertiäre Bildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This project analyzed results of 16 focus group interviews with 144 special and regular education teachers concerning inclusive education of students with disabilities, including their concerns, obstacles they had encountered, effective strategies, inservice training they found helpful, suggestions for addressing inclusion in teacher preparation programs, and recommendations for inclusion implementors and policymakers. Teachers from four states (Kentucky, Tennessee, Virginia, and West Virginia) participated in the focus groups and also provided a collection of more than 100 instructional strategies. Obstacles encountered by these experienced teachers included negative attitudes toward inclusion from administrators, teachers, and parents; lack of resources; organizational barriers; and difficulties in modifying curriculum and instruction to serve regular and special education students in the same classroom. Eleven recommendations were formulated, such as: "train, train, train" and "provide teachers with adequate time to plan collaboratively." Many teachers felt that techniques that work best for students with disabilities usually work very well for all students. Such techniques include teaching learning strategies, focusing on individuals rather than groups of students, and measuring success by individual student progress. The report provides a description of the study's methodology, the results, conclusions, and recommendations. Extensive appendices include the interview protocol and the instructional strategies suggested by teachers from each of the four states. (DB)
Anmerkungen	Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325-1348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC