Regular Education Teachers' Attitudes toward Their Identified Gifted and Special Education Students.

Autor/inn/en	Siegel, Janna; Moore, Jack N.
Titel	Regular Education Teachers' Attitudes toward Their Identified Gifted and Special Education Students.
Quelle	(1994), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Disabilities; Elementary School Teachers; Gifted; Inclusive Schools; Intermediate Grades; Mainstreaming; Regular Education Teachers; Rural Areas; Teacher Attitudes; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Handicap; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Begabter, Hoch Begabter; Inclusive school; Integrative Schule; Mittelstufe; Rural area; Ländlicher Raum; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study explored teachers' attitudes toward gifted students and students with learning problems integrated into their classrooms. A sample of 46 fourth and fifth grade teachers in a rural school district completed attitude questionnaires about all of their students and personal data forms about themselves. The teachers' attitudes toward their gifted, special education, and typical students were compared. Teachers were more rejecting toward special education students compared to typical and gifted students, but they also reported significantly higher levels of concern for their special education students. Teachers with inclusion programs reported more concern for their special education students than did teachers whose special education students were "pulled out" for service. The study concluded that, since teachers' general attitudes toward inclusion did not relate to teachers' specific attitudes toward actual students, teacher training should not necessarily focus on changing teachers' attitudes toward integration of identified groups of students. Tables detail the study's results. (Contains 63 references.) (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01