Literaturnachweis - Detailanzeige
| Autor/in | Cardona, Cristina M. |
|---|---|
| Titel | Instructional Adaptations in Inclusive Classrooms in Spain: Feasibility and Effectiveness of Implementation. |
| Quelle | (2001), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Curriculum Development; Disabilities; Elementary Secondary Education; Foreign Countries; Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; Teacher Attitudes; Urban Schools; Spain |
| Abstract | This study explored Spanish regular education teachers' perceptions of instructional adaptations in inclusive classrooms, noting the feasibility and effectiveness of implementation. The study focused on how teachers at different grade levels would respond to such adaptations. A group of 79 teachers from urban K-12 schools rated the feasibility and effectiveness of 29 items on the Teaching Adaptation Scale. Results indicated that teachers had a relatively moderate acceptance of instructional accommodations in their classrooms. They considered most of the adaptations somewhat feasible and effective, although they rated some as clearly less acceptable (providing ongoing feedback and adapting evaluations). The strategies they considered more effective were also viewed as having greater possibility for application. There were statistically significant differences between grade groupings, with kindergarten, elementary, secondary, and high school teachers providing different patterns of responses. (Contains 15 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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