Integrating Students with Moderate and Severe Disabilities into General Education Classes

Janney, Rachel; Snell, Martha E.; Beers, Mary K.; Raynes, Maria

doi:10.1177/001440299506100503

Cited by 91 publications

(61 citation statements)

References 12 publications

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“…Janney et al, 1995;Hall, 1994) that children's attitudes towards their peers with special educational needs are positive. However, positive attitudes may entail mostly the expression of social and emotional concern, as has been identi ed in this study.…”

Section: Discussionmentioning

confidence: 99%

A comparative study of children's attitudes towards deaf children, children in wheelchairs and blind children in Greece and in the UK

Nikolaraizi¹,

Reybekiel²

2001

European Journal of Special Needs Education

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This comparative study explores the attitudes of children towards deaf children, children in wheelchairs and blind children in Greece and in the UK. A total of 463 children participated in this study, with 229 children from Greece and 234 children from the UK, in the fth and sixth grades in primary schools. The views of the children were elicited with the use of an attitude scale. The roles of prior contact and current contact were examined. Results indicated that all children were positive towards the three categories of children and that girls were more positive than boys. Comparative ndings showed that children's attitudes in the two countries differed in several ways. Children in Greece were more positive than children in the UK. However, children attending schools with special education units in Greece held more negative attitudes than children attending schools with special education units in the UK. Also, children in Greece who had prior contact with deaf children were less favourable towards deaf children compared with children in the UK. Furthermore, the results indicated that children held positive attitudes at a superficial level, expressing mostly social and emotional concern, and not a willingness to interact with these children. The ndings stimulate a discussion regarding the impact of sociocultural characteristics upon children's attitudes towards children with special educational needs.

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Section: Discussionmentioning

confidence: 99%

A comparative study of children's attitudes towards deaf children, children in wheelchairs and blind children in Greece and in the UK

Nikolaraizi¹,

Reybekiel²

2001

European Journal of Special Needs Education

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“…The authors reported that the availability of support services (e.g., specific teaching methods and learning materials for students with different kind of disabilities) for teachers in their classrooms and schools was consistently associated with positive teacher's attitudes toward inclusion across studies (Clough & Lindslay 1991;Janney, Snell, Beers & Raynes 1995;LeRoy & Simpson 1996). The provision of fitting teaching materials and other supporting services for teachers seem to stimulate to develop more positive attitudes towards inclusion of students with disabilities.…”

Section: Materials and Supportmentioning

confidence: 99%

Teachers’ Attitudes and Self-Efficacy Towards Inclusion of Pupils With Disabilities in Tanzanian Schools

Hofman¹,

Kilimo²

2014

JET

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The purpose of this study in to investigate factors that are related to teachers' attitudes and perception of self-efficacy towards pupils with disabilities and the problems teachers experienced in the implementation of inclusive primary education in Tanzania. The study involved a sample of 100 teachers from 10 inclusive schools in Dar es Salaam. The instrument included questions/items regarding (a) background information of teacher and school characteristics and about the type of disabilities of the pupils that are included in the teacher's classroom, (b) teachers' attitudes and self-efficacy regarding pupils with disabilities in inclusive education (Likert scales) and (c) statements to measure the problems that teachers face in the implementation of inclusive education. First, the findings show that demographics like gender, class size, type of disability and training in special needs education did not relate significantly to teachers' attitudes and self-efficacy towards inclusive education. Furthermore, the results revealed that teachers face a lot of problems in the implementation of inclusive education, specifically in managing pupils with different disabilities, shortage of teaching and learning materials, lack of training and poor working environments. Multiple regression analysis showed that (a) working experience in inclusive education is significantly and positively related to attitudes towards including pupils with disabilities in mainstream education and (b) teachers with low self-efficacy face more problems with the implementation of inclusive education.

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“…Specifically, he granted his teachers' "professional autonomy" and respected their professional judgments. New actions were to begin with teacher volunteers-those who are "interested and willing", it was an efficient way to encourage more teachers to get involved by providing information and examples (Janney et al, 1995). In this total school environment, a shared vision was built to care for and support the learners in a personal way.…”

Section: Resultsmentioning

confidence: 99%

Multicultural leadership, sustainable total school environment

Yeung

Lee

Yue

2006

Educ Res Policy Prac

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Banks (2002) stated that to implement multicultural education successfully, we must think of the school as a social system. Therefore, if educational equity and excellence are to be provided to all students, a systemic Total School Environment [Banks (2001) Cultural diversity and education: Foundations curriculum and teaching, 4th ed. Allyn and Boston p.51] has to be structured and permeate every aspect of the schooling enterprise, i.e. (1) content integration, (2) the knowledge construction process, (3) prejudice reduction, (4) equity pedagogy, and (5) an empowering school culture and social structure. The Total School Environment is consistent with the educational change literatures discussed by Senge [(1990) The fifth discipline. Currency doubleday, NY]. This article is framed conceptually on a review of literature and the discussion is drawn from the case studies of innovative pedagogical practices using technology collected in the two research projects of the Center for Information Technology in Education (CITE), The University of Hong Kong during 2004-2006. With referencing to multiple school leadership literature and practices, the readers have an opportunity to explore the possible formation of the "total school environment" from one of the cases, but why not in another school? At the end of this article, it is concluded that school innovation requires a moral, systemic, integrative and emergent distributed leadership to build a scalable, sustainable learning community in a multicultural school environment.Keywords Multicultural education · Sustainable multicultural leadership · Total school environment · Professional learning community The two research projects that are held by the Center for Information Technology in Education (CITE), HKU during 2004-2006: (1) Evaluating and enhancing the impact of the e-leadership programme (eLEP), (2) Development of an Interactive Platform for the consolidation and dissemination of good practices through the Internet in schools, please read

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Integrating Students with Moderate and Severe Disabilities into General Education Classes

Cited by 91 publications

References 12 publications

A comparative study of children's attitudes towards deaf children, children in wheelchairs and blind children in Greece and in the UK

A comparative study of children's attitudes towards deaf children, children in wheelchairs and blind children in Greece and in the UK

Teachers’ Attitudes and Self-Efficacy Towards Inclusion of Pupils With Disabilities in Tanzanian Schools

Multicultural leadership, sustainable total school environment

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