A Successful Formula for Middle School Inclusion: Collaboration, Time, and Administrative Support

Autor/inn/en	Santoli, Susan Pitts; Sachs, John; Romey, Elizabeth A.; McClurg, Stephen
Titel	A Successful Formula for Middle School Inclusion: Collaboration, Time, and Administrative Support
Quelle	In: RMLE Online: Research in Middle Level Education, 32 (2008) 2, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Inclusive Schools; Disabilities; Educational Practices; Special Education Teachers; Classrooms; Regular and Special Education Relationship; Special Needs Students; Middle School Students; Attitudes toward Disabilities; Teacher Attitudes; Academic Accommodations (Disabilities); Time Management; Literature Reviews; Teacher Surveys + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Handicap; Behinderung; Bildungspraxis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Sonderpädagogischer Förderbedarf; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerverhalten; Zeitmanagement
Abstract	This report summarizes the results of a survey on attitudes toward inclusion, which was conducted in a middle school in a large school district in the Southeast. The survey was given prior to the beginning of the school year, and immediately prior to the implementation of full inclusion. Respondents were general and special educators, para-professionals, and administrators. Results of the survey revealed that, although the majority (98.2%) of respondents were willing to make needed instructional adaptations for their students with disabilities, most (76.8%) did not believe that most students with disabilities could be educated in regular education classrooms. Fewer than half (44.6%) indicated that inclusion was a desirable educational practice for regular education students, although a greater percent (57.9%) believed that inclusion was a desirable educational practice for special education students. Time was the most significant area of concern for respondents who indicated that they (a) did not have adequate time to consult with other teachers and specialists who were working with their students with disabilities, (b) lacked time to go to meetings pertaining to their students with disabilities, and (c) lacked time to undertake the responsibility to educate students with disabilities in regular classrooms. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/tabid/101/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10