An Investigation of Inclusionary Practices by General Education Teachers in Middle School Classrooms

Autor/in	Massingill, Charmaine Shawntel
Titel	An Investigation of Inclusionary Practices by General Education Teachers in Middle School Classrooms
Quelle	(2011), (108 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Maryland, College Park
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1249-7139-1
Schlagwörter	Hochschulschrift; Dissertation; Grade 6; Middle School Teachers; Inclusion; Mainstreaming; Regular and Special Education Relationship; Teaching Methods; Classroom Techniques; Grade 7; Grade 8; Disabilities; Teacher Surveys; Curriculum Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Handicap; Behinderung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This study investigated teacher-reported inclusionary practices and strategies in general education classrooms grades 6, 7, and 8. Students with disabilities are being educated in the general education classroom for varying amounts of time during the school day by classroom teachers with varying amounts of experience with special education practices. The study included a web-based survey of approximately 100 randomly selected teachers who were teaching Language Arts, Math, Science, Social Studies, or any combination of those academic subjects during May 2010. The survey asked teachers what inclusionary practices and strategies they were using and which of these inclusionary practices and strategies they considered to be effective. The survey also asked teachers to select the inclusionary practices and strategies they are not currently using, but would like to use in the future. Survey results indicated curriculum modifications were the inclusionary practice used most frequently and lead and support was the collaborative strategy used most frequently. Teachers considered modifying curriculum the most effective inclusionary practice and skill grouping the most effective collaborative strategy. When asked to select the inclusionary practice and strategy not currently used, but that they would like to use in the future, the largest response was none. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10