Effects of Job-Embedded Professional Development on Inclusion of Students with Disabilities in Content Area Classrooms: Results of a Three-Year Study

Autor/inn/en	Strieker, Toni; Logan, Kent; Kuhel, Karen
Titel	Effects of Job-Embedded Professional Development on Inclusion of Students with Disabilities in Content Area Classrooms: Results of a Three-Year Study
Quelle	In: International Journal of Inclusive Education, 16 (2012) 10, S.1047-1065 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2010.538868
Schlagwörter	Inclusion; Professional Development; Mental Retardation; Core Curriculum; Mainstreaming; Regular and Special Education Relationship; Student Diversity; Teacher Competencies; Program Effectiveness; Urban Schools; Suburban Schools; Rural Schools; Team Teaching; Longitudinal Studies; Elementary Schools; Middle Schools + Suchen Sie Ihr Suchwort? Inklusion; Geistige Behinderung; Kerncurriculum; Lehrkunst; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; Teamteaching; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
Abstract	During the mid-1990s, members of the global education community issued the Salamanca Statement that described inclusive schools as effective educational environments that also combat discrimination. Since that time, considerable progress has been made in moving students with disabilities from separate placements to inclusive settings. In the USA, nearly 10% of the school-aged population needs special education services and of that group, 96% are educated in general education classrooms 80% of the time. Placement of such large numbers of students with disabilities has increased the diversity of the student body and the complexity of teaching of core curriculum. For teachers and students to be successful, teachers need on-going professional development. This paper explores the efficacy of a Job-Embedded Professional Development (JEPD) model in six schools (urban, suburban and rural) that had made a commitment towards including all students with significant disabilities in general education core curriculum. Results are discussed for the six schools as well as for students identified as displaying behaviour disorders, autism or intellectual disabilities. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10