Literaturnachweis - Detailanzeige
| Autor/inn/en | Siegel, Janna; Jausovec, Norbert |
|---|---|
| Titel | Improving Teachers' Attitudes toward Students with Disabilities. |
| Quelle | (1994), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Attitude Change; Attitudes toward Disabilities; Elementary Education; Elementary School Students; Elementary School Teachers; Foreign Countries; Inservice Teacher Education; Mainstreaming; Regular and Special Education Relationship; Regular Education Teachers; Teacher Attitudes; Workshops |
| Abstract | A growing movement to place all students with disabilities in the regular classroom, a practice called inclusion, has met with resistance from regular education teachers who would be responsible for educating special needs students. In order for inclusion to be successful, educators have determined that regular education teachers will require inservice training to increase their skills and improve their attitudes. Research on the subject indicates that inservice presentations are most effective in improving attitudes, while infusing information in teacher education coursework is the least effective. In line with this thinking, inservice training consisting of three 2-hour workshops and three days when the researcher was available for consultation with teachers was conducted in a New Mexico school district. The workshops provided an overview of inclusion; focused on modifications for special needs students; and covered collaboration and communication between professionals, families, and the community. Pre- and post-workshop survey data analysis indicated that teachers were receptive to the training and became more positive in their attitudes toward making changes for special needs students. While the teachers continued to resist the concept of full inclusion, they did vote unanimously to expand the inclusion of special education students into regular education homeroom classes for a portion of every school day. The document concludes with a brief discussion of the implications of this research on European countries. An outline of the inservice topics and activities is appended. (Contains approximately 35 references.) (LL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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