Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools

Autor/in	Idol, Lorna
Titel	Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools
Quelle	In: Remedial and Special Education, 27 (2006) 2, S.77-94 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325060270020601
Schlagwörter	Program Effectiveness; General Education; Program Evaluation; Disabilities; Special Education; Special Education Teachers; Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; Elementary School Students; Secondary School Students; Interviews; Teacher Attitudes; Paraprofessional School Personnel; Principals; Administrator Attitudes; Teacher Collaboration; Teaching Skills; Achievement Tests; Scores + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Programme evaluation; Programmevaluation; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Inclusive school; Integrative Schule; Sekundarschüler; Interviewing; Interviewtechnik; Lehrerverhalten; Principal; Schulleiter; Lehrerkooperation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The primary intent of this program evaluation was to determine the degree of inclusion of students with disabilities in general education classes in four elementary and four secondary schools; the similarities and differences in how special education services were offered; and the ways in which students with disabilities were supported in the least restrictive environment. Staff perceptions of special education services were examined by conducting personal interviews with a large majority of the classroom teachers, special education teachers, instructional assistants, and principals in each school. The findings include descriptions of how far along each school was with inclusion, the amount of time students spent in general education, the roles of the special education teachers, the rates of student referrals for special education consideration, the attitudes of all staff toward inclusion and toward collaboration, and the skills of the teachers related to the inclusion of special education students. The findings also include descriptions of the impact of inclusion on other students, the performance of all students on a statewide test, and the qualitative responses of educators toward inclusion. Overall, educators were positive about educating students with disabilities in general education settings. They were conservative about how to best do this, with many of them preferring to have the included students accompanied by a special education teacher or instructional assistant or continuing to have resource room services. Nearly everyone favored using instructional assistants to help all students, not just the students with disabilities. Most educators reported feeling positive about working collaboratively and felt they had administrative support to offer inclusive education programs. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10