Future Action Research - The Relationship of the General and Special Education Teachers in the Inclusive Setting

Autor/in	Oliver, James D., III
Titel	Future Action Research - The Relationship of the General and Special Education Teachers in the Inclusive Setting
Quelle	In: Journal of the American Academy of Special Education Professionals, (2008), S.81-91 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Regular and Special Education Relationship; Special Education Teachers; Inclusion; Action Research; Grade 1; Elementary School Teachers; Elementary School Students; Team Teaching; Classroom Environment; Educational Research; New Jersey + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Projektforschung; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Grundschule; Volksschule; Teamteaching; Klassenklima; Unterrichtsklima; Bildungsforschung; Pädagogische Forschung
Abstract	This paper describes the process taken for a future action research project "the relationship of the general and special education teachers in an inclusive setting". The author observed that general education teachers made attempts to exclude students from "their classroom" who they felt "don't belong". For inclusion to be successful there has to be a commitment to do whatever it takes to provide for each student. In order to change the teacher's beliefs, there has to be confident in their ability to provide an education for all students. The problem that will be examined in this action research is how the working relationship between the general and special needs educators in the inclusive setting affect learning in the classroom. It starts with teachers preparing to teach in an inclusive setting needing more training. This study will be done in an elementary school in Middlesex County New Jersey. The inclusion staff and parents will be interviewed four times over the course of the school year, and observations will take place throughout the course of the school year. All of the information collected during this study will be compiled into a thesis paper to describe the development, implementation and success of failure of the inclusive setting. (ERIC).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01