Concerns about and Effective Strategies for Inclusion: Focus Group Interview Findings from West Virginia Teachers.

Autor/inn/en	Trump, Gordon C.; Hange, Jane E.
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	Concerns about and Effective Strategies for Inclusion: Focus Group Interview Findings from West Virginia Teachers.
Quelle	(1996), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Classroom Techniques; Disabilities; Educational Practices; Educational Strategies; Educational Trends; Elementary Secondary Education; Focus Groups; Group Discussion; Inclusive Schools; Needs Assessment; Postsecondary Education; Regular and Special Education Relationship; Special Education Teachers; Teacher Attitudes; Teacher Education; Teaching Methods; West Virginia + Suchen Sie Ihr Suchwort? Lösungsstrategie; Klassenführung; Handicap; Behinderung; Bildungspraxis; Lehrstrategie; Bildungsentwicklung; Gruppendiskussion; Inclusive school; Integrative Schule; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This monograph describes results of focus group interviews with 48 regular and special education teachers in West Virginia concerning their experience with inclusion of students with disabilities in regular education classrooms. An introduction notes the trend toward greater inclusion of these students while providing needed special educational support services. Among teacher concerns were academic and social discrepancies, student dependency, students with behavioral disorders, and assessment. Obstacles and barriers teachers identified concerned resistance to change; role confusion; and lack of administrative support, planning time, personnel, training, and funding. Essential factors included support of central office administrators, school principals, parents, and regular education students. Effective strategies were categorized as learning strategies, information management, instructional modifications, and assessment. Participants also felt that the regular teacher's attitude was the primary determinant of how a class is affected by inclusion. Teachers identified valuable inservice training topics such as webbing the curriculum and collaborative learning. Suggestions for improving teacher preparation programs included extensive field experiences and discussion of such topics as teaming, parent relations, and behavior management. Five recommendations are offered, such as demonstrate commitment to inclusion and increased training, and provide more time for collaborative planning. The interview protocol is appended. (DB)
Anmerkungen	Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325-1348.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC