A Comparative Analysis of the Perceptions of Urban and Rural Middle School Teachers Regarding Inclusion of Students with Learning Disabilities in General Education Classrooms

Autor/in	Obiefule, Olivia Ere
Titel	A Comparative Analysis of the Perceptions of Urban and Rural Middle School Teachers Regarding Inclusion of Students with Learning Disabilities in General Education Classrooms
Quelle	(2009), (139 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas Southern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-1670-7
Schlagwörter	Hochschulschrift; Dissertation; Class Size; Learning Disabilities; Comparative Analysis; Middle School Teachers; Teaching Experience; Urban Schools; Rural Schools; Rural Urban Differences; Inclusion; Mainstreaming; Regular and Special Education Relationship; Teacher Surveys; Institutional Characteristics; Severity (of Disability) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassengröße; Learning handicap; Lernbehinderung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Stadt-Land-Beziehung; Inklusion; Schweregrad
Abstract	The purpose of this study was to examine the effect of selected demographic and school related variables on urban and rural middle school teachers' perceptions regarding the inclusion of students with learning disabilities in general education classrooms. Additionally, this study investigated the influence of the variables gender, age, ethnicity, teacher preparation, class size, learning disability status and years of teaching experience on the perceptions of urban and rural middle school teachers regarding the inclusion of students with learning disabilities in general education classrooms. A survey design was used to collect and evaluate the data. One hundred seventy-eight middle school teachers (111 urban and 67 rural) participated in this study A modified instrument entitled the "Teacher Inclusion Survey" was used to collect the data A Spearman Brown Split Half reliability coefficient of 0.75 was computed for the test as a whole. [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