Including Students with Severe Disabilities in General Education Settings

Wisniewski, Lech; Alper, Sandra

doi:10.1177/074193259401500103

Cited by 30 publications

(16 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding supports previous research (Villa, Thousand, Meyers, & Nevin, 1996;Wisniewski & Alper, 1994) that showed experience with individuals with disabilities is related to positive attitudes toward inclusion. However, this study and others (McAneny, 1992;Villa et al) found no significant relationships between attitude and years of experience in regular education, special education, or elementary administration.…”

Section: R O L E O F Experiencesupporting

confidence: 93%

Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities

Praisner

2003

Exceptional Children

240

194

View full text Add to dashboard Cite

A survey of 408 elementary school principals was conducted to investigate relationships regarding attitudes toward inclusion, variables such as training and experience, and placement perceptions. Results indicate that about 1 in 5 principals' attitudes toward inclusion are positive while most are uncertain. Positive experiences with students with disabilities and exposure to special education concepts are associated with a more positive attitude toward inclusion. Further, principals with more positive attitudes and/or experiences are more likely to place students in less restrictive settings. Differences in placement and experiences were found between disability categories. Results emphasize the importance of inclusionary practices that give principals positive experiences with students of all types of disabilities as well as provide principals with more specific training.

show abstract

Section: R O L E O F Experiencesupporting

confidence: 93%

Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities

Praisner

2003

Exceptional Children

240

194

View full text Add to dashboard Cite

show abstract

“…Villa et al (1996) and Wisniewski & Alper (1994) claimed that the teaching in classes of inclusion is a very difficult and laborious task for school teachers (Bunch & Finnegan, 2000), since more time is required for the planning and the preparation of the course. The male teachers from both Greece and Cyprus undertook teaching in such classes whenever the need arose and for this reason they had greater as well as a more positive experience than the female.…”

Section: Discussionmentioning

confidence: 98%

Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools

Batsiou

Bebetsos

Panteli

et al. 2008

International Journal of Inclusive Education

View full text Add to dashboard Cite

The aim of the study was to record the attitudes and intentions of Greek and Cypriot primary education teachers towards teaching children with special educational needs (SENs) in mainstream schools. The instrument used was based on 'Planned Behaviour Theory'. The sample of the study included 179 educators, 87 from Greece (34 men, 52 women) and 92 from Cyprus (15 men, 70 women). Descriptive statistics indicated that school teachers have positive attitudes about the possibility of teaching students with and without SENs. Pearson's correlation coefficient revealed that intention has significant correlations (p ≤ 0.001) with attitudes, self-identity, attitude strength, experience, information and knowledge. Analysis of variance (ANOVA) analysis revealed that intention, attitude strength and knowledge are the variables where the differentiation between the educators was located, with the educators from Cyprus having the higher records. Also, Cypriot educators had more experience in working with SENs pupils, and all of them had low universitylevel education in the subject of Special Education. In conclusion, experience, attitude strength, self-identity, knowledge, information and also tertiary-level education, in the subject of Special Education, have a positive effect on the attitudes and intentions of people who want to teach pupils with SENs.

show abstract

“…Gersten, Morvant, and Brengelman (1995) studied peer coaching as a way to bring research-based teaching practices into general education classrooms to improve the quality of reading instruction for students with learning disabilities. Over 3 years of working with general and special educators, they reached several conclusions that coincide with those of others who have studied the change process (Hall & Loucks, 1978;Joyce & Weil, 1986;Loucks-Horsley & Roody, 1990;Wisniewski & Alper, 1994):…”

Section: Making Sure the Inclusive Structure Standsmentioning

confidence: 95%

Best Academic Practices for Inclusive Classrooms

King‐Sears¹

2017

focusXchild

View full text Add to dashboard Cite

Concerning the title of this article: What is meant by "best?" Best means the finest, the greatest, the highest. "Best" for whom? Effective inclusion is best for everyone, not just students with disabilities. "Academic" practices toward what type of goal? Is the academic goal for a given student in the cognitive, affective, or psychomotor domain of learning? For example, a student with a learning disability may be working on cognitive IEP goals that emphasize reading and writing skills. A student with emotional or behavioral disorders may have affective IEP goals that emphasize ways to deal effectively with frustration. If a student with severe cognitive disabilities has affective IEP goals related to communicating during social situations, is the communication considered a cognitive area, or even a psychomotor area, for that student? A student with a physical disability may have psychomotor IEP goals that relate to reaching, manipulating, and movement. For each of these students, academics can encompass any of the domains of learning. Academic practices, therefore, are not confined to traditional content achievement areas such as reading, mathematics, and science.Conversely, are there best academic practices for exclusive, or segregated, settings? Baker ( 1994) contends that servicing students in separate environments came about through measurements that indicated a student was not successful in the mass educational system of the times, and not as a result of measures comparing students' success in noninclusive educational practices to inclusive ones. Similarly, Sobsey and Dreimanis (1993) note that a segregated service delivery model did not develop as a result of empirical research or evaluation.More recently, court decisions have placed the burden of proof on school systems to provide data that describe students' performance in inclusive environments with supplementary aids and services prior to removing students from these environments to more segregated ones (Yell, 1995). Baker concludes that current evidence that does compare students' achievement in integrated to segregated environments does not support the use of noninclusive environments for the education of students with disabilities.A mistaken impression of inclusion is that special education is not needed. The fallacy is that if more students with disabilities spend more time in general education classrooms, the numbers of students who need specialized services diminish such that the quantity of students for a special educator's caseload eliminates the need for as many special education teachers. On the contrary, the need for specialized services and special educators is not re-

show abstract

Including Students with Severe Disabilities in General Education Settings

Cited by 30 publications

References 39 publications

Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities

Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities

Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools

Best Academic Practices for Inclusive Classrooms

Contact Info

Product

Resources

About